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Graduate Catalog 



1993 1994 






Boston College Bulletin 

Graduate Catalog 

19 9 3-94 



Boston College 
Chestnut Hill 
Massachusetts 02167 
617-552-8000 



BOSTON COLLEGE BULLETIN 

Volume LXIIi, Number 6, May, 1993 

The Boston College Bulletin contains current information re- 
garding the University calendar, admissions, degree require- 
ments, fees, regulations and course offerings. It is not intended 
to be and should not be relied upon as a statement of the 
University's contractual undertakings. 

Boston College reserves the right in its sole judgment to make 
changes of any nature in its program, calendar or academic 
schedule whenever it is deemed necessary or desirable, includ- 
ing changes in course content, the rescheduling of classes with 
or without extending the academic term, cancelling of sched- 
uled classes and other academic activities, and requiring or af- 
fording alternatives for scheduled classes or other academic ac- 
tivities, in any such case giving such notice thereof as is rea- 
sonably practicable under the circumstances. 

Boston College is committed to providing equal opportunity in edu- 
cation and in employment regardless of race, sex, marital or parental sta- 
tus, religion, age, national origin or physical/mental handicap. As an 
employer, Boston College is in compliance with the various laws and regu- 
lations requiring equal opportunity and affirmative action in employment, 
such as Title VII of the Civil Rights Act and Federal Executive Order 
#11246. Boston College's policy of equal educational opportunity is in 
compliance with the guidelines and requirements of Title VI of the Civil 
Rights Act, Title IX of the Higher Education Amendments Act of 1972, 
and Section 504 of the Rehabilitation Act of 1973. 

USPS— 389— 750 

Second-class postage paid at Boston, 

Massachusetts 02109. 

Postmaster: send PS Form 3579 to Boston College Registrar's 

Office, Lyons 101, Chestnut Hill, MA 02167. 



Front cover photograph by Gary Gilbert; design by Boston College Office 
of Publications and Print Marketing, and Boston College Office of the 
University Registrar 



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£ Printed on recycled paper 



Digitized by the Internet Archive 

in 2012 with funding from 

Boston Library Consortium Member Libraries 



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BOSTON COLLEGE 

The University 4 

Accreditation of the University 4 

Academic Resources 4 

Academic Development Center 4 

Audiovisual Facilities 4 

Computing Support, Service and 

Facilities 4 

The Libraries 5 

The Campus 5 

Policy of Non-Discrimination 6 

Confidentiality of Student Records 6 

Tuition and Fees 6 

Withdrawals and Refunds 6 

Financial Aid 7 

Student Services 9 

Academic Regulations 10 

Special Programs 1 1 

GRADUATE SCHOOL OF ARTS AND 
SCIENCES 

General Information 13 

Master's Degree Programs 13 

Special Programs 14 

Doctoral Degree Programs 14 

Admission 15 

Academic Regulations 16 

Graduation 17 

Financial Aid 17 

Graduate Programs: 

American Studies 18 

Biology 19 

Center for East Europe, Russia 

and Asia 21 

Chemistry 21 

Classical Studies 23 

Economics 25 

Education 28 

Faculty 28 

Department Policies and 

Procedures 29 

Admission 29 

Special Students 29 

Financial Aid 30 

Degree Programs 30 

Programs in Counseling Psychology 3 1 
Programs in Developmental and 
Educational Psychology 32 



Programs in Educational Research, 
Measurement and Evaluation 33 

Programs in Curriculum, Administra- 
tion and Special Education 34 

Programs in Special Education 35 

Higher Education Specializations: 
Administration and Student 
Development 36 

Course Offerings 37 

English 50 

Fine Arts 54 

Geology and Geophysics 56 

Germanic Studies 60 

History 60 

Mathematics 67 

Nursing 70 

Philosophy 79 

Physics 87 

Political Science 89 

Psychology 93 

Institute of Religious Education and 

Pastoral Ministry 98 

Romance Languages and Literatures .. 102 

Slavic and Eastern Languages 107 

Sociology 109 

Theology 113 

University Courses 1 18 

THE WALLACE E. CARROLL GRADUATE 
SCHOOL OF MANAGEMENT 

The Master in Business Administration 
Program 1 19 

Master of Science in Finance 1 19 

Ph.D. in Management with a Concentra- 
tion in Finance 119 

Ph.D. in Management with a Concentra- 
tion in Organization Studies 1 19 

Joint Degree Programs 1 19 

The Core Curriculum 120 

Elective Offerings and Concentrations 122 

Career Services 122 

Admission to the M.B.A. Program 122 

Tuition and Expenses 123 

Financial Aid 123 

General Information 123 

Faculty listings 124 



GRADUATE SCHOOL OF 

SOCIAL WORK 1 26 

LAW SCHOOL 128 

SUMMER SESSION 130 

CAMPUS MAPS 131 

ADMINISTRATION 1 32 

DIRECTORY AND OFFICE 

LOCATIONS 1 34 

ACADEMIC CALENDAR 135 

INDEX 136 



4 • The Untversity • Academic Resources 



The University 



Having been granted its charter in 1863 by the Commonwealth of 
Massachusetts, Boston College is one of the oldest Jesuit- founded uni- 
versities in the United States. 
During its first fifty years the college was located in the City of Boston. Shortly 
before World War I, property was acquired in Chestnut Hill and the college was 
relocated to this suburban community six miles west of Boston. 

During the more than fifty years since its relocation the growth of Boston 
College into today's University was particularly evident during the 1920's. The 
Summer Session, the Graduate School of Arts and Sciences, the Law School, and 
the Evening College were added in rapid succession to the original College of Arts 
and Sciences. In 1927, the College of Liberal Arts at Lenox and the Schools of 
Philosophy and Theology at Weston were established as academic units of the 
University. The Graduate School of Social Work was established in 1936, and the 
College of Business Administration in 1938. The latter, and its Graduate School 
which was established in 1957, is now known as the Wallace E. Carroll School of 
Management. The Schools of Nursing and Education were founded, respectively, 
in 1947 and 1952. 



ACCREDITATION OF THE UNIVERSITY 

Boston College is a member of, or accredited by, 
the following educational institutions: The 
American Association of Colleges of Nursing, the 
American Association of Colleges for Teacher 
Education, the American Assembly of Collegiate 
Schools of Business, the American Association of 
University Women, the American Bar Associa- 
tion, the American Chemical Society, the Ameri- 
can Council on Education, the American Psycho- 
logical Association, the Association of American 
Colleges, the Association of American Law 
Schools, the Association for Continuing Higher 
Education, the Association of Urban Universities, 
the Board of Regents of the University of New 
York, the College Entrance Examination Board, 
the Council of Graduate Schools, the Council on 
Social Work Education, the Association of Jesuit 
Colleges and Universities, the Institute of Euro- 
pean Studies, the Institute of Asian Studies, the 
International Association of Universities, the In- 
ternational Association of Catholic Universities, 
the Interstate Certification Compact, the Na- 
tional Catholic Education Association, the Na- 
tional League for Nursing, the New England As- 
sociation of Schools and Colleges, the National 
Council for Accreditation of Teacher Education, 
Phi Beta Kappa, Alpha Sigma Nu, and other simi- 
lar organizations. 



ACADEMIC RESOURCES 

The Academic Development Center (ADC) is de- 
signed to support and enhance all aspects of aca- 
demic excellence in this "community of scholars" 
by helping undergraduates, graduate students, 
and faculty improve learning quality and teach- 
ing effectiveness. The ADC, which opened its 
doors in September 1991, is located on the sec- 
ond floor of O'Neill Library, in the Eileen M. and 
John M. Connors Learning Center. 

The Academic Development Center is a 
comprehensive, inclusive resource serving 
all Boston College students at no charge. 
To address the needs of the great major- 
ity of BC students, the Center provides 
tutoring for more than 55 courses — in 
mathematics, physical and life sciences, 
management, social work, nursing, social 
sciences, history, philosophy, and in classi- 
cal and foreign languages. The ADC also of- 
fers workshops in useful study skills and 
effective learning strategies. In addition, 
graduate tutors in English help students 
strengthen their academic writing skills. 
These services are available throughout the 
regular academic year, and during summer 
school. All ADC tutors have been recom- 
mended by their relevant academic depart- 
ments; most are graduate students or out- 
standing upper-division students. 

The ADC offers programs designed to chal- 
lenge the most academically talented, highest 



achieving students, as well as programs designed 
to support those who are least prepared and most 
academically challenged. One member of ADC's 
full-time professional staff provides academic sup- 
port services for students with learning disabili- 
ties, helping to ensure their success at Boston 
College. 

Working closely with the Graduate School of 
Arts & Sciences, the ADC sponsors seminars, 
workshops, and discussions for graduate teaching 
assistants (TAs) and teaching fellows (TFs) on 
strategies for improving teaching effectiveness 
and student learning. Each fall, the ADC and 
GSAS hold a two-day workshop to help TAs and 
TFs prepare for teaching. The Center also pro- 
vides individual videotaping and consultation 
upon request. 

The ADC provides similar instructional sup- 
port services to BC faculty. Through these and 
other related activities, the Academic Develop- 
ment Center plays an increasingly important role 
in enhancing the quality of academic life at Bos- 
ton College. Call 6 17-552-8055 for further infor- 
mation. 

Audiovisual Facilities 

University Audiovisual Services provide the 
academic program with a broad range of instruc- 
tional media and materials support services. These 
include access to over thirty types of classroom 
AV/TV equipment. Also available are audio pro- 
duction services, film and video rentals, television 
recording and editing, graphics production and 
photographic production. Several courses are 
taught in AV's television studio. Students make 
major use of modern post-production editing 
equipment for their TV projects. 

The Language Laboratory, serving all the 
language departments and English for Foreign 
Students, is located in Lyons 313. In addition to 
its 70 state-of-the-art listening/recording stations 
and dual-teacher console, the facility includes 
video and film viewing rooms and three audio- 
interfaced microcomputers. The Lab's audio and 
videotape collection, computer software and other 
audio-visual learning aids directly support and/or 
supplement the curriculum requirements in for- 
eign language, literature and music. The Lan- 
guage Laboratory Director and student lab assis- 
tants are available during the day and evening to 
assist students (undergraduate and graduate) and 
faculty in the operation of equipment and selec- 
tion of appropriate materials for their course-re- 
lated or personal language needs. 

Computing Support, Service and 
Facilities 

The O'Neill Computing Facility 

(OCF) is available to anyone with a cur- 
rently valid BC identification card. There are 
approximately 150 workstations available, 
providing access to a wide variety of hard- 
ware, software, and peripherals. Macintosh 
microcomputers are the most prominent feature 
of the facility. All Macintoshes are equipped with 
hard disks and are networked to a Digital 3800 
fileserver. There are also Digital VT-type termi- 
nals which provide access to the VAX cluster of 



The Unixtrsity • Libraries 



super-minicomputers. The VAX cluster may also 
be accessed from off-campus locations via mo- 
dem. Modem access to the VAX cluster is avail- 
able 24 hours a day, 7 days a week. Additionally, 
IBM PS/2 microcomputers are available in the 
facility. 

The OCF is staffed with professionals 
and students who provide assistance with 
all aspects of computing. Users may also be 
referred to the Information Processing Sup- 
port (IPS) consulting staff located in the 
basement of Gasson Hall for more special- 
ized assistance. Training tutorials and soft- 
ware documentation are available for use 
within the Facility. 

Software applications available on the 
VAX cluster include word processing, pro- 
gramming languages, statistical analysis 
packages, graphics production, and data- 
base management. A similar array of soft- 
ware exists in the microcomputing environ- 
ment. Output may be obtained from a va- 
riety of printing devices including high 
speed line printers, high-resolution dot 
matrix printers, and laser printers. 

The Help Center is located in Gasson 
Hall, room 12. It provides support with file 
recovery and media conversion, and many 
other aspects of computing technology. It 
is open Monday through Friday from 9:00 
a.m. to 5:00 p.m. on a drop-in or phone-in 
basis. Users may call 552-HELP for assistance. 

The Libraries 

The Boston College Libraries offer a wealth 
of resources and services to support the 
teaching and research activities of the Uni- 
versity. The book collections exceed 1.3 
million volumes, and approximately 14,000 
serial titles are currently received. 

Membership in two academic consortia, 
the Boston Library Consortium and the 
Boston Theological Institute, adds still 
greater dimensions to the resources of the 
Boston College Libraries, providing Boston 
College faculty and graduate students who 
have special research needs access to the 
millions of volumes and other services of 
the member institutions. 

Through membership in New England 
Library Information Network (NELINET), 
there is on-line access to publishing, cata- 
loging and interlibrary loan location from the 
OCLC, Inc. data base, which contains over 
twenty seven million records from the Li- 
brary of Congress and from more than 
6,000 contributing institutions. 

Boston College was among the first 
schools in the country to offer an online 
public computer catalog of its collections. 
The Libraries' Quest computer system pro- 
vides instant access to information on li- 
brary holdings, as well as supporting book 
circulation and acquisitions procedures. 
Students may browse the catalog using video dis- 
play terminals in all the libraries, and faculty may 
access the catalog from their houses or offices. In 
addition, the libraries offer computer searching 
of hundreds of commercial data bases in the hu- 
manities, sciences, business, and social sciences 



through an in-house CD-ROM network, through 
access to outside databases, and through the Quest 
library system. 

Information on use of the libraries is con- 
tained in the Guide to the Boston College Libraries 
and other brochures available in the libraries. 

The Thomas P. O'Neill, Jr. Library, the 
central library of Boston College, opened its doors 
to the public in September 1984. This facility 
contains the research collection in the humani- 
ties, social sciences, education, business, nursing, 
and the sciences. There are over 900,000 book 
volumes, 9,000 active serials, 1,400,000 micro- 
forms and 140,000 government documents, as 
well as a growing audio-visual collection. The 
O'Neill Library is a leader in the utilization of 
technology in library services. The Library's Elec- 
tronic Information Center offers state-of-the-art 
computer systems to assist students and faculty in 
locating library materials both locally and nation- 
ally. 

The Resource Center, located in 
the basement of the Newton Chapel, pro- 
vides study space for the residents of the 
Newton Campus as well as a reserve read- 
ings collection for courses taught on that 
campus, a music listening facility, and mi- 
crocomputers. 

The School of Social Work Li- 
brary, McGuinn Hall, contains a collection 
of over 30,000 volumes, 350 periodical 
titles, social work theses, doctoral disser- 
tations and a growing media collection. The 
collection covers the history and philoso- 
phy of social work, its methodology, and all 
aspects of social welfare services. The 
Library's collections and services support 
master's and doctoral programs offered at 
the main campus, and master's programs 
offered at four off-campus sites through- 
out Massachusetts and Maine. 

The Law School Library, located on the 
Newton Campus, is a well-rounded collection of 
legal and related materials in excess of 200,000 
volumes. The open stack collection includes pri- 
mary source materials consisting of reports of 
decisions and statutory materials with a broad- 
based collection of secondary research tools in the 
form of textbooks and treatises, legal and related 
periodicals, legal encyclopedias and reference 
works. Basically Anglo-American in character, the 
collection also contains growing numbers of in- 
ternational and comparative law works. The Li- 
brary is also a subscriber to LEXIS and to 
WESTLAW and has an in-house network of 
CD-ROM databases. 

The Bapst Library, a beautiful collegiate 
Gothic building which served as the main library 
for over 50 years, has been restored to its origi- 
nal splendor and now houses the Libraries' col- 
lections in art as well as a circulating collection 
of novels, poetry, drama, biography, short stories, 
essays and nonfiction. Approximately five hun- 
dred seats are available as study space including a 
Graduate Study Area. 

The Thomas P. O'Neill, Jr. Office is located 
on the fourth level of Bapst Library. The office 
houses furnishings and memorabilia from former 
Speaker of the House O'Neill's Capitol Office in 
Washington, D.C. Visitors are welcome from 



10:00 a.m. to 4:00 p.m. weekdays, or by special 
arrangement. 

The John J. Burns Library of Rare 
Books and Special Collections, lo- 
cated in the Bapst Library, north entrance, 
contains the University's special collections, 
including the University's Archives. The dis- 
tinguished and varied collections of the 
Honorable John J. Burns Library speak elo- 
quently of the University's commitment to 
the preservation and dissemination of hu- 
man knowledge. The Burns Library is home 
of nearly one hundred thousand volumes, 
more than three million manuscripts, and 
important collections of architectural 
records, maps, art works, photographs, 
films, artifacts, and ephemera. These ma- 
terials are housed in the climate-controlled 
secure environment of Burns Library either 
because of their rarity or because of their 
importance as part of a special collection. 
While treated with special care, these re- 
sources are available for use at Burns to all 
qualified students, faculty, and researchers. 
Indeed, their use is strongly encouraged, 
and visitors to Burns are always welcome, 
either simply to browse or to make use of 
the collections. 

Though its collections cover virtually the 
entire spectrum of human knowledge, the 
Burns Library has achieved international 
recognition in several specific areas of re- 
search, most notably in Irish studies, Brit- 
ish Catholic authors, Jesuitana, fine print, 
Catholic liturgy and life in America, 1925- 
75, Boston history, Caribbeana, and Con- 
gressional archives. It has also won acclaim 
for significant holdings on nursing, detec- 
tive fiction, Thomas Merton, Japanese 
prints, Colonial and early Republic Protes- 
tantism, and banking. 

The Geophysics Library, located at Weston 
Observatory, contains a specialized collection of 
over 8,000 monographs and journals on earth 
sciences, particularly seismology. 

The Educational Resource Center, located 
in Campion Hall, serves the School of Education's 
faculty and students. The collection includes cur- 
riculum and instructional materials, educational 
and psychological tests, and educationally- 
oriented information technology. 

THE CAMPUS 

Located on the border between the city of 
Boston and the suburb of Newton, Boston 
College derives benefits from its proximity 
to a large metropolitan city and its setting 
in a residential suburb. Often cited as a 
model of university planning, the campus 
is spread over more than 200 acres of tree- 
covered Chestnut Hill. Yet it is just a few 
miles from culturally and socially rich Bos- 
ton. 

The Chestnut Hill campus is tri-level. 
Dormitories are on the upper campus; class- 
room, laboratory, administrative and stu- 
dent service facilities are on the middle 
campus; and the lower campus includes the 
Robsham Theater, the Conte Forum, modu- 
lar and apartment residences as well as recre- 
ational and parking facilities. 



6 • Thf University • Withdrawals and Refunds 



The Newton campus is situated one and one- 
half miles from the Chestnut Hill campus. The 
Law School is located on this easily accessible 40- 
acre tract which also contains undergraduate 
classrooms, dormitories, athletic areas and student 
service facilities. 

POLICY OF NON-DISCRIMINATION 

Boston College is an academic community 
whose doors are open to all students with- 
out regard to race, religion, age, sex, mari- 
tal or parental status, national origin, vet- 
eran status, or disability. The Director of 
Affirmative Action has been designated to 
coordinate the College's efforts to comply with 
and carry out its responsibilities to prevent dis- 
crimination in accordance with state and federal 
laws. Any applicant for admission or employment, 
as well as any student, member of the faculty and 
all employees are welcome to raise questions re- 
garding violation of this policy with Barbara 
Marshall, Office of Affirmative Action, More Hall 
3 1 5, x2947. In addition, any person who believes 
that an act of discrimination based upon sex has 
occurred at Boston College, may raise those is- 
sues with the Assistant Secretary for Civil Rights 
of the United States Department of Education. 
Boston College has designated the Director 
of Affirmative Action as the person responsible for 
coordinating its efforts to comply with Section 
504 of the Rehabilitation Act of 1973 (prohibit- 
ing discrimination against individuals with dis- 
abilities in employment) and Title DC of the Edu- 
cation Amendments of 1 972 prohibiting discrimi- 
nation on the basis of sex. 

CONFIDENTIALITY OF STUDENT 

RECORDS 

As a matter of necessity, Boston College 
continuously records a large number of 
specific items relating to its students. This 
information is necessary to support its edu- 
cational programs as well as to administer 
housing, athletics and extracurricular pro- 
grams. The College also maintains certain 
records such as employment, financial and 
accounting information for its own use and 
to comply with state and federal regula- 
tions. Boston College has committed itself 
to protect the privacy rights of its students 
and to maintain the confidentiality of its 
records. In addition, the College endorses 
and complies with the Family Educational 
Rights and Privacy Act of 1974 (the 
Buckley Amendment), a federal statute 
which requires that students be permitted 
to review records in their files and offers 
them the possibility of correcting errors 
which they may discover. Students or oth- 
ers seeking more complete information re- 
garding their specific rights and responsi- 
bilities of the University will find copies of 
the Family Educational Rights and Privacy 
Act of 1974 and the rules and regulations 
for compliance with the Act on file in the Uni- 
versity Library or in the ( )ffice of University Poli- 
cies and Procedures m More Hall. 

Certain personally identifiable informa- 
tion from a student's education record, 



designated by Boston College as directory infor- 
mation, may be released without the student's 
prior consent. This information includes name, 
term and home address, telephone number, date 
and place of birth, major field of study, participa- 
tion in officially recognized activities and sports, 
weight and height of members of athletic teams, 
dates of attendance, degrees and awards received, 
the most recent previous educational agency or 
institution attended, and other similar informa- 
tion. Unless advised to the contrary, the College 
will release student telephone numbers and verify 
only all other directory information. A student 
who so wishes has the absolute right to prevent 
release of this information. In order to do so, the 
student must complete a form requesting nondis- 
closure of directory information, which is avail- 
able in the Registrar's Office. All non-directory 
information is considered confidential and will 
not be released to outside inquiries without the 
express written consent of the student. 

TUITION AND FEES 

Please see tuition and fee chart. 

All tuition and fees are due in full at the time 
of registration in the Graduate School of Arts and 
Sciences, the Graduate School of Social Work, 
and in the Graduate School of Management. The 
tuition in the Law School is due semi-annually by 
August 15, 1993 and by December 15, 1993. 
There is a $100.00 late payment fee for payments 
received after the due dates listed above. In severe 
cases, Law students whose accounts are not re- 
solved by the due dates may be withdrawn from 
the University. 

There will be absolutely no late registration al- 
lowed after November 5, 1993 for first semester 
and April 8, 1994 for second semester. 



MASSACHUSETTS MEDICAL INSURANCE 

Massachusetts State Law has mandated that all 
students taking at least 75 percent of full-time 
credit hours must be covered by medical insur- 
ance providing a specified minimum coverage. 
Graduate students in the schools of Social Work 
and Management who register for 9 or more cred- 
its are considered 75 percent of full-time. Gradu- 
ate Arts and Sciences students who register for 6 
or more credits are considered 75 percent of full- 
time. Boston College will offer these students the 
option of participating in the plan offered at the 
University, or submitting a waiver form. The 
waiver must include specific insurance informa- 
tion on the comparable insurance plan covering 
the student. Waivers will be mailed to all students 
and are available upon request at the Student Ac- 
count Office. The waiver must be returned by Oc- 
tober 1 1, 1993 for the fall semester and by Feb- 
ruary 14, 1994 for spring semester. Students who 
do not submit a waiver by the due dates above will 
automatically be enrolled in the BC plan and 
charged by the University for the required Mas- 
sachusetts Medical Insurance. 

Students registering for less than 75 percent 
of a full-time course load who wish to enroll in 
the insurance plan must be in a degree-granting 
program. Such students enroll directly with the 



insurance company using the part time enroll- 
ment form available at both the Boston College 
Health Services department in Cushing Hall or 
at Walter W. Sussenguth and Associates. The 
coverage becomes effective upon receipt of the 
application and payment by the insurer. 

CHECK CASHING 

Students presenting a valid Boston College ID 
may cash checks ($50 limit) at the Cashier's Of- 
fice, More Hall, Monday-Friday, 9:00 a.m.- 4:00 
p.m. There is a 50c service charge. Returned 
checks will be fined in the following manner: 

• First three checks returned: $15.00 per check 

• All additional checks: $25.00 per check 

• Any check in excess of $2,000.00: $50.00 per 
check 

• Check cashing privileges are revoked after the 
third returned check. 

WITHDRAWALS AND REFUNDS 

Fees are not refundable. 

Graduate tuition is cancelled subject to the fol- 
lowing conditions: 

1. Notice of withdrawal must be made in -writing 
to: University Registrar, Boston College, Lyons 
101, Chestnut Hill, Massachusetts 02167 

2. The date of receipt of written notice of with- 
drawal by the University Registrar determines the 
amount of tuition cancelled. 

3. The cancellation schedule shown below will 
apply to students withdrawing voluntarily, as well 
as to students who are dismissed from the Uni- 
versity for academic or disciplinary reasons. 

Refund Schedule for Graduate Arts 
and Sciences, Graduate School of 
Management, and Graduate School of 
Social Work 

Graduate students (except Law students) with- 
drawing by the following dates will receive the 
tuition refund indicated below. 

First Semester 

by Sept. 10, 1993: 100% of tuition charged is cancelled 

by Sept. 17, 1993: 80% of tuition charged is cancelled 

by Sept. 24, 1993: 60% of tuition charged is cancelled 

by Oct. 1, 1993: 40% of tuition charged is cancelled 

by Oct. 8, 1993: 20% of tuition charged is cancelled 

Second Semester 

by Jan. 21, 1994: 100% of tuition charged is cancelled 
by Jan. 28, 1994: 80% of tuition charged is cancelled 
by Feb. 4, 1994: 60% of tuition charged is cancelled 
by Feb. 11, 1994: 40% of tuition charged is cancelled 
by Feb. 18, 1994: 20% of tuition charged is cancelled 

No cancellations are made after the 5th week of 
classes. 

Refund Schedule for Law Students 

Law students who withdraw by September 3, 

1993, for the first semester, and by January 14, 

1994, for the second semester, will have a 100 
percent of their tuition charges cancelled. Begin- 
ning with the 80 percent cancellation, Law stu- 
dents are subject to the refund schedule outlined 
above. 

If a student does not wish to leave any 
resulting credit balance on his or her ac- 
count for subsequent use, he or she should 
request, in writing or in person, that the Student 
Account Office issue a refund. 



The University • Tuition and Fees 



Federal regulations establish procedural 
guidelines applicable to the treatment of refunds 
whenever the student has been the recipient of 
financial assistance through any program autho- 
rized under Title rV of the Higher Education Act 
of 1965. These guidelines pertain to the Federal 
Perkins, the Federal Pell Grant, the Federal 
Supplemental Educational Opportunity Grant, 
the Federal College Work-Study, and the Fed- 
eral Stafford Loan. In such cases, the regulations 
require that a portion of any refund be returned 
to the Title rV Program. Further, if a student 
withdraws, the institution must determine if any 
cash disbursements of Title rV funds, made di- 
rectly to the student by the institution for non- 
instructional purposes, is an overpayment that 
must be repaid to the Title rV program. Univer- 
sity policy developed to comply with the regula- 
tions at Boston College will be available upon re- 
quest from the Financial Aid Office. 

FINANCIAL AID 

Boston College offers a variety of assistance pro- 
grams to help students finance their education. 
Graduate students may apply for financial assis- 
tance from both the University Financial Aid 
Office and the academic department to which 
they are applying. 

The Financial Aid Office administers federal 
financial aid programs which include Federal 
Stafford Loans (formerly Guaranteed Student 
Loan), Federal Perkins Loans, and Federal Col- 
lege Work-Study. Students who wish to be con- 
sidered for financial aid from one or more of these 
sources, must complete and file the following 
documents: 

1. The Boston College Graduate Financial Aid 
Application 

2. The Free Application for Federal Student Aid 
(FAFSA) 

3. A signed copy of student's most recent 
federal tax return 

4. Financial Aid Transcripts from prior schools. 

The above forms generally become available 
in the Financial Aid Office (Lyons 201) each 
December for the following academic year. Stu- 
dents must apply for financial aid each year. See 
the Boston College Graduate Financial Aid Ap- 
plication for proper filing dates and deadlines. 

Students may also apply for financial aid 
through their academic departments. Insti- 
tutional policy requires that all graduate 
students who receive financial assistance 
through their departments complete a Free 
Application for Federal Student Aid (FAFSA) and 
return it to the Financial Aid Office, Lyons Hall 
201. No other financial documents are required. 
The information required on the FAFSA will not 
affect the student's eligibility for departmental as- 
sistance. Those students who are requesting 
financial aid from both the University Financial 
Aid Office and their department, must complete 
a full financial aid application (the four documents 
listed above). See the Graduate Arts and Sciences 
section of this Catalog for more information 
about departmental financial aid. 

Need is defined as the difference between the 
total education-related expenses of attending 
Boston College and the calculated ability of the 



TUITION AND FEES FOR 1993-94 ACADEMIC YEAR 



Graduate School of Arts and Sciences** 

Tuition per semester hour $470.00 

Auditor's feet — per semester hour 235.00 

Carroll School of Management, Graduate Division** 

Tuition per semester hour 538.00 

Graduate School of Social Work** 

Tuition 13,970.00 

Tuition per semester hour, M.S.W 378.00 

Tuition per semester hour, D.S.VV 434.00 

Law School** 

Tuition 17,720.00 

**Students cross-registering in graduate programs pay tuition rates of the school in which they are enrolled. 
fAudits are considered fees and are not refundable. Students changing from credit to audit receive no refund. 

GRADUATE GENERAL FEES* 

• Acceptance Deposit 

Grad A&S (Department of Education only) 100.00 

Grad SOM— part-time ;... 200.00 

Grad SOM— full-time 400.00 

LawSchoolt 200.00 

Social Work — preliminary A 100.00 

tlnitial deposit due by April 15 with an additional $400.00 due by June 1 . 
A Within two weeks of acceptance; an additional $200.00 due by July 15. 

• Activity fee — per semester 

7 credits or more per semester 22.00 

6 cred its per semester 1 2 . 00 

• Application fee (non-refundable) 

Grad A&S 40.00 

Grad SOM 45.00 

Social Work 40.00 

Law School 50.00 

• Certificates, Transcripts 2.00 

• Doctoral Comprehensive Fee (per semester) 27.00 

• Continuation fee (per semester — Ph.D. or D.Ed. Cand.) 470.00 

• Master's Thesis Direction 470.00 

• Laboratory fee (per semester) 35.00-200.00 

• Late Payment fee 100.00 

• Late Registration 45.00 

• Mass. Medical Insurance — per year 550.00 

(230.00 first semester; 320.00 second semester) 

• Microfilm and binding 

Doctoral thesis 90.00 

Master's thesis 70.00 

Copyright fee (optional) 35.00 

• Nursing Laboratory fee 150.00 

• Readmission fee 40.00 

• Registration fee (per semester, non-refundable) 15.00 

• Student Identification Card 15.00 

*Fees are proposed and subject to change. 

tStudents who register for courses totaling fewer than 6 credits per semester or who are in off-campus satellite 
programs or out-of-state teaching practice are exempt from the activity fee. 

The Trustees of Boston College reserve the right to change the tuition rates and to make additional charges 
within the University whenever such action is deemed necessary. 



student to contribute toward these expenses. Stu- 
dents with the greatest financial need are given 
preference for most financial aid programs, and 
thus tend to receive larger financial aid awards. 
The University's estimate of a student's financial 
need is based on an analysis of the information 
supplied on the FAFSA, the Boston College 
Graduate Financial Aid Application, and the tax 
return. A financial aid award or package will com- 



bine funds from various sources of assistance. 
These sources may include institutional, federal 
or state funds and can be in the form of grant, loan 
or work. Students are expected to comply with all 
regulations governing the program(s) from which 
they receive assistance. 

Several assumptions are made in determining 
a student's financial aid award. The student is 
primarily responsible for paying college expenses. 



8 • Tut University • Financial Aid Programs 



FINANCIAL AID PROGRAMS 



UNIVERSITY FELLOWSHIPS AND ACADEMIC GRANTS 

• Eligible: Graduate students enrolled in a degree program. 

• Funding source: Boston College funds, awarded by department. 

• Description: see Financial Aid "Academic Grants," in the Graduate Arts and Science 
sections of this Catalog. 

FEDERAL PERKINS LOAN* (FORMERLY NATIONAL DIRECT STUDENT LOAN) 

• Eligible: Graduate students enrolled at least half-time in a degree program. 

• Funding source: Federal funds and collections from previous borrowers; awarded by 
the Boston College Financial Aid Office. 

• Description: Interest free while in school. Repayment at 5% begins nine months after 
leaving school. 

FEDERAL STAFFORD LOAN (FORMERLY GUARANTEED STUDENT LOAN)* 

• Eligible: Students enrolled on at least a half-time basis. 

• Funding source: Commercial lenders (banks, credit unions, savings & loan associa- 
tions). Applied for through the Boston College Financial Aid Office 

• Description: A federally-guaranteed loan program that is interest-free while the 
student is in school. Students may borrow up to $8,500 per year depending on eligibility. Repayment 
begins six months after leaving school. Contact the Financial Aid Office for interest rate information. 

FEDERAL COLLEGE WORK-STUDY PROGRAM (CWSP)* 

• Eligible: Students enrolled at least half-time in a degree program. 

• Funding source: Federally-funded; awarded by the Boston College Financial Aid Office 

• Description: An employment program that provides on and off campus employment 
opportunities. Both summer and academic year jobs are available to qualifying students. 



FEDERAL SUPPLEMENTAL LOANS FOR STUDENTS (SLS)* 

• Eligible: Students enrolled on at least a half-time basis. 

• Funding source: Commercial lenders (banks, credit unions, savings and loan associa- 
tions). Applied for through the Boston College Financial Aid Office. 

• Description: A federally guaranteed loan program. Students may borrow up to $10,000 
per year. Interest accrues during the in-school period but may be deferred with the 
principle. The interest rate is variable, and is set by the Federal government each July. The 
interest rate can never exceed 11% (12% for repeat borrowers). 



GRADUATE EDUCATION LOAN 

• Eligible: Students enrolled at least half-time in a degree program. 



Funding source: Boston College and Massachusetts Educational Financing Authority 
Description: Up to 100% of total educational cost. Principal and interest can be 
deferred. You must have good credit to receive this loan, and a coapplicant is required. 



ALTERNATIVE FINANCING PROGRAMS 

• Eligible: Students and their families 

• Funding source: Commercial lenders (banks, credit unions, savings & loan associations, 
etc.) 

• Description: There are a number of alternative financing programs available. You must 
have good credit in order to receive these loans. Students and their families should contact 
the Boston College Financial Aid Office for additional information. 

'complete Boston College Financial Aid Application required. 



All students arc expected to borrow a Federal 
Stafford Loan to the maximum eligibility as de- 
termined by the Financial Aid Office. Students are 
also expected to work on a limited basis (10-20 
hours per week) during the academic year. Addi- 
tionally, it is assumed that each student will work 
during the summer months and save toward edu- 
cational expenses. 

All financial resources are limited. Bos- 
ton College utilizes these limited resources 
in such a way that the greatest number of students 



will benefit. Therefore, total financial assistance 
received by a student cannot exceed total need. In 
the event that a student receives other, "outside" 
assistance after Boston College has awarded aid, 
the student is required to report this assistance to 
the Financial Aid Office, and the University may 
be required to adjust the offered aid. But it is 
Boston ( lollege policy that the student will receive 
primary benefit from any outside award. Thus, an 
outside award will be used first to reduce unmet 
financial need, and second to reduce the self-help 
component (loan or work) of a financial aid award. 



It is the responsibility of students to know and 
comply with all requirements and regulations of 
the financial aid programs in which they partici- 
pate. Financial aid awards may be reduced or can- 
celled if the requirements of an award program 
are not met. Students receiving a Federal Perkins 
Loan (formerly National Direct Student Loan) 
are expected to accept responsibility for the prom- 
issory note and all other agreements that they are 
required to sign. Students must comply with all 
Federal College Work-Study dates and deadlines. 
A student's work-study award will be cancelled if 
he or she has failed to secure a job and return the 
completed Hire Form by October 1 . 

All financial aid awards are made under 
the assumption that the student's status 
(full-time, half-time) has not changed. Any 
change in the student's status must be 
reported to the Financial Aid Office, as it 
can affect the financial aid award. In addi- 
tion, all financial aid applicants must main- 
tain satisfactory progress in their course of 
study. Satisfactory academic progress is 
defined by the dean of each school at Bos- 
ton College. If a student is not maintaining 
satisfactory academic progress, the stu- 
dent should consult with his or her dean to 
determine what steps must be taken to re- 
establish his or her status, and, thus, eligi- 
bility to receive financial aid. Please note: 
Special students are ineligible to receive 
federal financial aid. 

Specific information on the various pro- 
grams, conditions and procedures, and the 
various financial aid deadline dates, can be 
found in the Boston College Graduate Finan- 
cial Aid Application, the Boston College Fi- 
nancial Aid Award Letter, and the Financial 
Aid Instruction Booklet. Students are ex- 
pected to be familiar with the contents of 
these publications as well as all other materials or 
documents which may be distributed by the Bos- 
ton College Financial Aid Office. 

Financial aid recipients have the right to ap- 
peal their financial aid award. Before making an 
appeal, however, the student should understand 
that Boston College has already awarded the best 
financial aid package possible based on the infor- 
mation supplied. Therefore, any appeal made 
should be based on new information not already 
included in the student's original application 
material. An appeal should be made by letter to 
the student's financial aid counselor. 

When applying for financial aid, the student 
has the right to ask: 

• what the cost of attendance is, and the school 
policy on refunds for students who withdraw. 

• what financial assistance is available, including 
information on all federal, state, local, private and 
institutional financial aid programs. 

• what the procedures and deadlines are for sub- 
mitting applications for each available financial 
aid program. 

• what criteria the institution uses to select 
financial aid recipients. 

• how the institution determines financial 
need. This process includes how costs for 
tuition and fees, room and board, travel, 
books and supplies, personal and miscellaneous 
expenses, etc. are considered in the student's bud- 



The Uistvt.rsity • Student Services • 9 



get. It also includes what resources (such as pa- 
rental contribution, other financial aid, student 
assets, etc.) are considered in the calculation of 
need. 

• how much of the student's financial need, 
as determined by the institution, has been 
met. 

Students also have the right to request 
an explanation of the amount and type of 
aid in their financial aid award package. 
Students receiving loans have the right to 
know what the interest rate is, the total 
amount that must be repaid, the length of 
time given to repay the loan, when repay- 
ment must commence, and any cancellation 
and deferment provisions that apply. Stu- 
dents offered a work-study job have the 
right to know what kind of job it is, what 
hours are expected, what the duties will be, 
what the rate of pay will be, and how and 
when they will be paid. 

A student also has the responsibility to: 

• pay special attention to his or her appli- 
cation for student financial aid, complete it 
accurately, and submit it on time to the 
right place. Errors can delay the receipt of 
the financial aid package. 

• provide all additional documentation, 
verification, corrections, and/or information 
requested by either the Financial Aid Office 
or the agency to which the application was 
submitted. 

• read and understand all forms he or she 
is asked to sign, and keep copies of them. 

• perform in a satisfactory manner the work that 
is agreed upon in accepting a Federal College 
Work-Study job. 

• know and comply with the deadlines for 
applications or reapplications for financial 
aid. 

• notify the lender of a loan (i.e., Federal Stafford 
Loan) of any changes in name, address or school 
status. 

AHANA Student Programs 

(African-American, Hispanic, Asian and Native 
American) 

The goal of this office is to promote the 
optimal academic achievement of AHANA 
students at Boston College, especially 
those identified as being at an academic 
disadvantage. Among the services provided 
are tutorial assistance; academic advise- 
ment; individual and group counseling; tracking 
of academic performance; and career counseling. 
In addition to these services, the office assists 
AHANA student organizations in developing and 
implementing cultural programs. 

Athletics 

The objective of the Boston College Ath- 
letic Association is to provide members of 
the entire university community with the 
opportunity to participate in, at the involvement 
level of one's choice, a program of physical activ- 
ity which complements their spiritual, aca- 
demic, cultural and social growth. 

To meet the needs of a diverse commu- 
nity, the Athletic Association offers activi- 
ties at five levels: unstructured recreation, 
instruction, organized intramural sports, 



club sports and intercollegiate competition in 32 
varsity sports for men and women. 

Career Center 

The Career Center provides comprehensive 
resources and information concerning all 
aspects of career planning and job hunting. 
Its services are available to graduate and 
undergraduate students in all schools and 
concentrations, as well as to alumni. 

The Center's Career Resource Library con- 
tains books, files, and videotapes, as well as an 
easy-to-use computerized career guidance system 
which provides interest and skills assessment, as 
well as an descriptive information about more 
than 400 careers. 

The Career Information Network, composed 
of more than 1 ,000 alumni volunteers who host 
students in their workplaces, provides an oppor- 
tunity to hear on-the-job realities from a large 
variety of career fields. 

Students wishing to integrate course work 
with practical work experience can participate in 
the Boston College Internship Program, located 
in the basement of the Center. 

For the job hunter, the Career Center pro- 
vides group and individual assistance in resume 
writing, interview preparation, and job hunting 
strategies; an on-campus recruiting program; cur- 
rent job listings; and a credentials service. 

Graduate students are encouraged to visit the 
Career Center at 38 Commonwealth Avenue, 
where they can pick up the Center's monthly 
publications. The Career Center is open on Mon- 
day evenings until 7:30 p.m. during the academic 
year for the convenience of graduate students and 
alumni. 

Chaplains 

The Chaplains Office strives to deepen the faith 
of Boston College students by offering opportu- 
nities to discover, grow in, express and celebrate 
the religious dimensions of their lives in person- 
ally relevant ways. In addition, it works to foster 
justice by developing social awareness and to build 
a sense of community as a Christian value in the 
whole University. Offices are located in McElroy 
Commons, Room 215, x3475. 

Dean for Student Development 

The Office of the Dean for Student Devel- 
opment coordinates the planning, imple- 
mentation and evaluation of programs and 
services promoting student development. This 
includes overseeing student clubs and organiza- 
tions, programming, judicial affairs, alcohol and 
drug education, off-campus and commuting stu- 
dent affairs, and international student services. 
The Dean and assistants are also responsible for 
coordinating policies and procedures concerning 
student conduct and discipline, the judicial pro- 
cess, and the Administrator-On-Call program. 

Dining Services 

The University offers service in five dining area 
locations for resident students with a complete 
and nutritionally-balanced menu: McElroy Com- 
mons, Eagles Nest and Lyons Hall on Middle 
Campus, Stuart Hall on Newton Campus, and 
Walsh Cafeteria on Lower Campus. In addition 
students can use their Meal Plan in the 
Golden Lantern Restaurant, Grocery conve- 



nience stores, The Club, the Cafe, and the con- 
cessions at Conte Forum. 

The Meal Plan is mandator} 7 for resident 
students living in Upper Campus, Newton 
Campus, Walsh Hall, 66 Comm. Ave., new 
dorms A and B and Greycliff dormitories. 
The cost of the full Meal Plan for 1993-94 
is $1,510.00 per semester or $3,020.00 
per year. 

Optional meal plans are available to all 
other students living in on/off campus 
apartments, or to commuters. Rates for 
these plans vary. 

Further information can be obtained by con- 
tacting the University Meal Plan Office, 552-3533 
or x3533, Lyons Hall IB. A dietician is available 
to those students with special dietary needs or 
restrictions, by calling 552-3178 or x3178. 

Disabled Student Services 

Disabled students applying to Boston Col- 
lege are strongly encouraged to make their 
disability known voluntarily to the Admis- 
sions Office of the School to which they are 
applying on the appropriate section of the 
application form. This information will not 
affect the decision on admission; rather, it 
will give the University the opportunity to 
offer specific assistance and support 
through programs and services provided by dif- 
ferent departments on campus. 

For more information regarding building and 
program accessibility for students with physical 
disabilities, contact John Hennessy, Coordinator 
of Services for Physically Challenged Students, 
Gasson Hall 108, 617-552-3310. For more infor- 
mation regarding services for students with learn- 
ing disabilities, contact Dr. Kathleen Duggan, 
Coordinator of Academic Support Services for 
Learning Disabled Students, Academic Develop- 
ment Center, O'Neill Library, (617) 552-8055. 

Graduate Student Association 

The Graduate Student Association (GSA) is 
a representative body of graduate students 
from Arts and Sciences, the School of So- 
cial Work, and the Carroll School of Manage- 
ment. Graduate students in some of the 
schools and departments have their own 
association or student collective, but the 
GSA serves as the university-wide graduate stu- 
dent organization. 

Most importantly, the GSA assumes the 
role of advocate, presenting to the admin- 
istration the issues that most concern Bos- 
ton College graduate students. The GSA 
nominates graduate students to sit on University 
committees, including committees on academic 
affairs, graduate student housing, the new cam- 
pus center, educational policy, the library and 
parking. 

Graduate departments from the Department 
of Education, Carroll School of Management, and 
School of Social Work elect a representative(s) to 
the GSA Council. This council works closely with 
the GSA staff to strengthen the collective voice 
of graduate students in matters concerning their 
welfare on campus. At present there are 
over thirty representatives on the Council. 

The GSA sponsors numerous social, cultural, 
and educational events for graduate students. The 



l o • Thf Unixtrsity • Academic Regulations 



GSA also issues small grants to help graduate stu- 
dents present research papers at academic confer- 
ences. The GSA publishes a graduate student 
newspaper, The Graduate Exchange, that keeps 
people informed of GSA events, as well as pro- 
viding graduate students with information about 
university actions or activities which are of inter- 
est. The GSA also publishes a weekly listing of 
graduate student activities in The Bulletin. At the 
beginning of each year the GSA sponsors an ori- 
entation program for all graduate students. Dur- 
ing the academic year the GSA holds the weekly 
Attitude Adjustment Hour (AAH), a time to re- 
lax and socialize with graduate students from 
other departments. 

The GSA maintains an office in Hovey 
House, where weekly council meetings are 
held from 11:45-1:00 p.m. on Thursdays; 
meetings are open to all graduate students. 
Last year the GSA set up The Graduate 
Student Lounge at Hovey House, with a 
pool table, dart board, and television. 

The GSA is funded through the student ac- 
tivity fee (see Tuition and Fees, page 7). 

Health Services 

The primary goal of University Health Ser- 
vices is to provide confidential medical/ 
nursing care and educational programs to safe- 
guard the physical well-being and mental health 
of the student body. The Department has two 
units: a Clinic located in Cushing Hall on the 
Chestnut Hill Campus, and a 20-bed Infirmary 
located in Keyes House South on the Newton 
Campus. Emergency service is also provided. 

Graduate students may receive on-campus 
medical care by signing up at the University 
Health Services Office in Cushing Hall, Room 
119. The Health/Infirmary Fee will then be 
charged to their account. 

The services include a walk-in clinic as 
well as medical, surgical, gynecological, 
orthopedic, nutrition, wart, physical 
therapy, allergy and immunization clinics. 
The In-Patient Infirmary is open 24 hours a 
day when school is in session. 

The Health/Infirmary Fee for medical care on 
campus is not a substitute for a health insurance 
policy'. Massachusetts law requires that all univer- 
sity students registered for 75 percent of a full- 
time course load be covered by an Accident and 
Sickness Insurance Policy so that protection may 
be assured in case of hospitalization or other cosdy 
outside medical services. (See Tuition and Fees 
section) Insurance information is available at Uni- 
versity Health Services Office, Cushing Hall, 
Room 119. 

Immunization 

Massachusetts State Law requires all full-time 
graduate students born after 1956 to show evi- 
dence of satisfactory immunization against 
measles, mumps, rubella, tetanus, and diphtheria. 
Students who fail to provide adequate documen- 
tation of immunization will not be permitted to 
register and attend classes. The only exceptions 
are when immunizations conflict with personal re- 
ligious belief or when a physician documents 
that immunizations should not be given be- 
cause of pre-existing medical problems. 



University Counseling Services (UCS) 

UCS provides counseling and psychological ser- 
vices to the students of Boston College. The goal 
of UCS is to enable students to develop fully and 
to make the most of their educational experience. 
Services provided include individual counseling 
and psychotherapy, group counseling, consulta- 
tion, evaluation and referral. Students wishing to 
make an appointment may contact a counselor in 
any one of the Counseling Offices on campus 
(Gasson 108, 552-3310; Fulton 201, 552-3927; 
Campion 301, 552-4210). 

ACADEMIC REGULATIONS 

Note: In addition to being familiar with the 
Academic Regulations listed below, stu- 
dents are expected to know the Academic 
Regulations of their school as printed on 
subsequent pages of this Catalog, or in the 
appropriate individual school's bulletin. 

Academic Integrity 

Students at Boston College are expected 
to have high standards of integrity. Any 
student who cheats or plagiarizes on examinations 
or assignments is subject to dismissal from the 
College. Cases involving academic integrity shall 
be referred to a Dean for adjudication or for judg- 
ment by an Administrative Board, as the student 
shall request. 

Academic Grievances 

Any student who believes he or she has been 
treated unfairly in academic matters should con- 
sult with the Chairperson of the Graduate Pro- 
gram or the Dean to discuss the situation and/or 
to obtain information about relevant grievance 
procedures. 

Grading 

In each graduate course in which he or she 
registers for graduate credit, the student 
will receive one of the following grades at 
the end of the semester: A, A-, B+, B, B-, 
C, or F. In addition, students in the Law 
School may receive grades of C+, C-, and D. The 
high passing grade of A is awarded for course work 
which is distinguished. The ordinary passing 
grade of B is awarded for course work which is 
clearly satisfactory at the graduate level. The low, 
passing grade of C is awarded for work which is 
minimally acceptable at the graduate level. The 
failing grade of F is awarded for work which is 
unsatisfactory. For Law School students, the 
grades of C- and D may be awarded for work 
which is passing but unsatisfactory. 

Academic credit is granted for courses in 
which a student receives a grade of A, A-, B+, B, 
B-, or C. No academic credit is granted for a 
course in which a student receives a grade of F. 
Note: Students should consult the Academic 
Regulations section of their own school, or the 
appropriate Bulletin, for academic standards 
which apply to their individual degree programs. 
(Field Instruction in the Graduate School of So- 
cial Work, for example, is graded on a Pass/ 
Fail basis. A Pass/Fail option is available for 
a limited number of other courses, as stipu- 
lated by the School). 



Incompletes and Deferred Grades 

All required work in any course must be 
completed by the date set for the course 
examination. A student who has not com- 
pleted the research or written work for a 
course, may, with adequate reason and at 
the discretion of the faculty member, re- 
ceive an I (Incomplete). Except for extraor- 
dinary cases, the grade of Incomplete (I) for 
any course shall not stand for more than 4 
months. In extraordinary cases, the student 
may petition the appropriate Dean for an 
exception. The Graduate School of Social 
Work requires that any faculty member 
asked, and agreeing, to extend an Incom- 
plete for more than 30 days after the origi- 
nal exam/paper deadline, submit a desig- 
nated explanatory form to the office of the 
Dean. A G.S.S.W. student who fails to re- 
move an Incomplete within the 30 days, or 
to secure the extension form from the re- 
spective faculty member, will receive an F 
for the course. A Law School student who 
fails to remove an Incomplete for any course prior 
to graduation will receive an F for the course. 

Any Incomplete grade which is turned in 
to the Registrar's Office will remain an In- 
complete until it is changed by a formal action of 
the faculty member involved. 

A grade of "J" may be given for the first 
semester of certain year-long courses 
which are not graded until the end of the year. 

Graduation 

The University awards degrees in May, Sep- 
tember and December of each year, al- 
though commencement ceremonies are 
held only in May. Students who have com- 
pleted all requirements for the degree be- 
fore a specific graduation date are eligible 
to receive the degree as of that date. 

In order to ensure timely clearance for 
graduation, students should sign up for 
graduation in the Registrar's Office by the 
deadline for each graduation date which is 
published in the Academic Calendar at the end of 
this Catalog. University policy states that degree 
candidates must be registered in the semester in 
which they graduate. 

Transcript of Record 

A record of each student's academic work 
is prepared and maintained permanently by 
the Office of the University Registrar. For 
students in the Law School, Graduate 
School of Management, and Graduate School of 
Social Work, the transcript includes the final cu- 
mulative average; no cumulative average is pres- 
ently maintained for students in Graduate Arts 
and Sciences. 

Transcript requests must be submitted in 
writing to: Transcript Requests, Office of the 
Registrar, Lyons Hall 101, Boston College, 
Chestnut Hill, MA 02 167. 

Under normal conditions requests are 
processed within 72 hours of receipt. If rush 
service is required, a flat $5.00 "rush fee" 
will be assessed in addition to the cost of each 
transcript ($2 .00 per copy). University policy pro- 
hibits the issuance of partial transcripts. 



The University • Special Programs • 1 1 



Transcript/Diploma Holds 

Diplomas will not be issued, nor transcript 
requests honored, for any student with an 
outstanding financial obligation to the Uni- 
versity. The same policy applies to any stu- 
dent who does not complete the required 
loan exit interview. 

Student Absences for Religious 
Reasons 

Any student who is unable, because of his 
religious beliefs, to attend classes or to 
participate in any examination, study, or 
work requirement on a particular day shall 
be excused from any such examination, or 
study or work requirement, and shall be 
provided with an opportunity to make up 
such examination, study or work require- 
ment which may have been missed because 
of such absence on any particular day. 
However, such makeup examination or work shall 
not create an unreasonable burden upon the 
University. 

Withdrawal from a Course 

Students who withdraw from a course after the 
registration, or confirmation of registration, pe- 
riod but before the last three weeks of class will 
have a " W" recorded in the grade column of their 
permanent record. Students will not be permit- 
ted to drop courses during the last three weeks of 
classes or during the exam period. Students who 
are still registered at this point will receive a final 
grade for the semester. 

Withdrawal from Boston College 

Students who wish to withdraw from Bos- 
ton College in good standing are required 
to file a Withdrawal Form in the University 
Registrar's Office. In the case of students 
who are dismissed for academic or disciplin- 
ary reasons, the appropriate college admin- 
istrator will complete this form. 

Leave of Absence 

Degree candidates seeking a leave of ab- 
sence from Boston College are required to 
complete a Leave of Absence Form, available in 
the University Registrar's Office. All degree can- 
didates must register each semester until the de- 
gree is completed. Degree candidates not wish- 
ing to register for a given semester must file the 
Leave of Absence Form with the University Reg- 
istrar. 

To assure reenrollment for a particular 
semester following a leave of absence, stu- 
dents must notify the University Registrar's Of- 
fice and the Dean's Office of their individual 
school about their intention, at least six weeks in 
advance of the start of that semester. Students 
seeking reenrollment in the Graduate School of 
Social Work should refer to the School's readmis- 
sion procedure in the Readmission section, below. 

Readmission 

Students who desire readmission will initiate 
the process in the University Registrar's 
Office, Lyons Hall. Applications for readmis- 
sion should be made there, and the read- 
mission fee paid, at least six weeks before 
the start of the semester in which the 
former students seek to resume study. 
NOTE: Students requesting readmission to 



the Graduate School of Social Work must con- 
tact the Director of Social Work Admissions at 
least one semester before their intended return to 
insure appropriate class and field placement. The 
appropriate Dean's Office will make the decision 
on the readmission application, and the 
Registrar's Office will notify the former student 
about the action taken. The decision will be based 
on consideration of the best interests of both the 
student and the University. 

SPECIAL PROGRAMS 

Cross-Registration Program 

The Consortium 

Boston College graduate students may cross-reg- 
ister for graduate courses at Boston University, 
Brandeis University, or Tufts University. Stu- 
dents in the Graduate School of Management 
may not take courses at Brandeis University. 
Normally students cross-register for only one 
course a semester but may, with their advisor's 
permission, cross-register for more than 
one course. Students should be aware that the 
number of courses for which they may register is 
at the discretion of the host institution. Students 
should pick up the cross-registration petition in 
the Registrar's Office, Lyons 101. Tuition pay- 
ments for cross-registration are made to Boston 
College. For further information please contact 
the Boston College Registrar's Office, 617-552- 
3300. 

Study Abroad Programs 

Boston College offers several opportunities for 
students in each of the graduate schools to study 
abroad. Developing Boston College exchange 
partnerships with international universities such 
as University College, Cork, Ireland, Sophia 
University, Tokyo, the University of Strasbourg, 
France and Nijmegen University, Holland offer 
study and research possibilities for BC graduate 
students. 

Boston College/University of 
Amsterdam Academic Exchange 

Boston College graduate students may par- 
ticipate in an exchange with the University 
of Amsterdam. The University of 
Amsterdam, the largest university in the 
Netherlands, offers liberal arts and profes- 
sional courses, taught in English, that span 
many disciplines. Amsterdam is a very "Eu- 
ropean" city, where English is widely spo- 
ken. 

• Contact: Dr. Marian St. Onge, Office of In- 
ternational Programs 

Boston College/TU Dresden Exchange 

Boston College graduate students may participate 
in an exchange with Technische Universitat 
Dresden. Tu Dresden offers courses in Germanic 
and European Studies and a program in the sci- 
ences. Dresden, the capital of Saxony, has a dis- 
tinguished cultural and intellectual history. 

• Contact: 

Dr. Marian St. Onge, Office of International 
Programs 



Cuba/China: Comparative Social Policy 
Analysis (SW 813) 

This three-credit course offers students in the 
Graduate School of Social Work an integrative 
cross-cultural exploration of national social policy 
issues on market and nonmarket social policy. 
The course includes a field experience of 1 5 days 
in Cuba (Havana, Matanzas, Hibacoa, Santiago, 
and Varadero), or three weeks in the People's 
Republic of China (Shanghai, Beijing, Turpan, 
Kashgar, Urumqui, the Taldamakan Desert, 
Lanzhou, Kunming, Xiang, Dunhuang, 
Chengdu). For more information, contact 
Demetrius Iatridis, Graduate School of Social 
Work. 

St. Petersburg: Study/Research Program 

This graduate-level academic program offered by 
the Department of Slavic and Eastern Languages 
is run in cooperation with the Institute of Rus- 
sian Literature of the Russian Academy of Sci- 
ences, Russia's highest institution of literary re- 
search and learning. Through the program, par- 
ticipants live with private families for one or two 
full-semesters in one of the most cultured and 
beautiful Russian cities while attending lectures 
and seminars and pursuing indivdual research 
work. 

Students pay tuition and program fee to Boston 
College before departure, receive full academic 
credit and a Russian transcript from the Russian 
Academy. 

For more information contact Professor M.J. 
Connolly, Chairperson, Department of Slavic and 
Eastern Languages. 

Louvain: European Experience-CSOM 
Graduate School 

The Carroll Graduate School of Management 
and the departments of Economics, History 
and Political Science offer a three-week 
summer program in association with the 
Irish Institute for European Affairs in Louvain 
(Leuven), Belgium. There is a travel component 
consisting of corporate visits in Milan, Italy and 
Sophia-Antipolis, France. 

• Students pay tuition and expenses to 
Boston College prior to departure in May. 

• Contact: Dean Louis Corsini, Carroll 
Graduate School of Management 

Hangzhou: Boston/Hangzhou Summer 
Internship Exchange 

This program, which offers a six-week visit to 
Hangzhou, China (including a 4-week intern- 
ship), is open to graduate students in Arts and 
Sciences and the Carroll School of Management. 
For more information, contact Prof. 
Marian St. Onge, Office of International Pro- 
grams. 

London: Law School Spring Semester 
Abroad 

The semester in London is designed to strengthen 
the curriculum of the Boston College Law School 
in the field of Comparative Law. The academic 
program consists of classes at King's College, 
London, and externships modelled on the 
clinical program currently offered at the Boston 
College Law School. 



1 2 • Gradvate Arts and Sciences • Degree Programs 



For more information, contact Prof. Cynthia 
Lichtenstein, Boston College Law School. 

Madrid: ICADE Business School of the 
University of Comillas in Madrid 
The Carroll School of Management maintains an 
international student exchange program with the 
ICADE Business School of the University of 
Comillas, in Madrid, Spain. MBA students se- 
lected to participate in the program spend the fall 
semester of their second year at the Madrid 
campus. They may also spend the preced- 
ing summer in Spain in an intensive language 
instruction program. 

For more information, contact Dean 
Louis Corsini, Carroll Graduate School of 
Management. 

Paris: Ecole Normale Superieure 

The Department of Romance Languages 
and Literatures maintains a one-year ex- 
change program with the Ecole Normale 
Superieure in Paris. A graduate student in 
French goes to Paris and a student from the 
Ecole Normale comes to Boston. The stu- 
dent from Boston College serves as an assistant 
at a high school in the greater Parisian area and 
may audit at no cost any courses given at the ENS. 
The student from the ENS serves as a part-time 
lecturer at Boston College, teaching a minimum 
of five courses over two semesters, and may also 
audit any Boston College course with the permis- 
sion of the professor. 



For more information, contact Prof. Ourida 
Mostefai, Romance Languages and Literatures 
department. 

Strasbourg: Boston/Strasbourg Business 
Internship Exchange 

This program, which offers a full-year ex- 
change with the University of Strasbourg, 
France, is open to graduate students across 
the Arts and Sciences disciplines, and in the 
Carroll School of Management. 

For more information, contact Prof. Marian 
St. Onge, Office of International Programs. 

COURSE NUMBERS AND CODES 

The alphabetic prefix of each course indicates the 
department or program offering the course. 
(F: 3) or (S: 3) — Designates a 3 -credit course that 
will be offered either in the fall or in the spring. 
(F, S: 3) — Designates one course which will be 
offered in the fall and in the spring, but may be 
taken only once for 3 credits. 
(F: 3-S: 3) — Designates a two-semester course 
that can be taken both semesters for a total of 6 
credits. 

Courses with no semester designation will 
not be offered in 1993-94 but are taught 
on a regular basis by the department. 



Graduate Arts and Sciences • Degree Programs • l 3 



Graduate School of Arts and Sciences 

The Graduate School of Arts and Sciences offers programs of 
study leading to the degrees of Doctor of Philosophy (Ph.D.), 
Doctor of Education (D.Ed.), Master of Arts (M.A.), Master of 
Science (M.S.), Master of Education (M.Ed.), Master of Arts in Teaching 
(M.A.T.), Master of Science in Teaching (M.S.T.), and to a Certificate of 
Advanced Educational Specialization (C.A.E.S.), and a Certificate of Ad- 
vanced Graduate Studies (C.A.G.S.) in English. The Graduate School also 
may admit as "Special Students" those not seeking a degree who are inter- 
ested in pursuing course work for personal enrichment. 



o<fcX5^ 



GENERAL INFORMATION 



The Graduate Admissions Office, McGuinn Hall 
22 1 is open from 8:45 a.m. to 4:45 p.m., Monday 
through Friday, to assist persons making prelimi- 
nary inquiries. Application materials for U.S. citi- 
zens or for those who have official permanent U.S. 
resident status are included in the Graduate 
School Bulletin. The Bulletin may be obtained ei- 
ther from the department in which students hope 
to study or from the Graduate Admissions Office. 
All non-U. S. citizens should obtain their appli- 
cation materials from the Graduate Admissions 
Office as additional documents are required of 
them and additional information is provided for 
them. 

The Schedule of Courses and Registra- 
tion Information for Graduate Students 
booklets are published by the University 
Registrar prior to each semester's registra- 
tion period. The International Student Of- 
fice, the Office of the Dean for Student Devel- 
opment, and the Graduate Student Association 
Office provide non-academic services for stu- 
dents. 

MASTER'S DEGREE PROGRAMS 

Requirements for Degrees of Master 
of Arts, Master of Science, and Master 
of Education 

Acceptance 

Candidates for the Master's degree must gener- 
ally be graduates of an accredited college with 18 
semester hours of upper division work in the pro- 
posed area of study. In case of deficiencies, pre- 
requisites may be earned in the Graduate School 
by achieving a minimum grade of B in courses ap- 
proved for this purpose. Where there is some 
doubt about a scholastic record, accep- 
tance may be conditional. The candidate will 
then be evaluated by the department and recom- 
mended to the Dean for approval after the first 
semester of course work or after earning a mini- 
mum of 6 credits. 



Course Credits 

A minimum of 30 graduate credits is required for 
each Master's degree. No formal minor is re- 
quired, but, with the approval of his or her major 
department, a student may take a limited number 
of credits in a closely related area. No more than 
6 graduate credits will be accepted in transfer to- 
ward fulfillment of course requirements, as de- 
scribed more fully under "Transfer of Credit." 

Language Requirement 

The extent and nature of the language re- 
quirements are the responsibility of the 
department concerned. Consult the section 
for each department for language require- 
ments. 

Master's Comprehensive Examination 

The candidate for a Master's degree must 
pass a departmental comprehensive exami- 
nation which may be oral, written, or both, 
as determined by the department. Each candidate 
should consult his or her major department to 
learn the time and nature of the comprehensive 
examination. Registration for comprehensives 
will take place directly with the individual depart- 
ments. Questions on the nature and exact date of 
examinations should be directed to the depart- 
ment chairperson or Graduate Program Director. 
The following grading scale is used: pass with dis- 
tinction (PwD), pass (P), and fail (F). Generally, 
within two weeks, notification of examination 
results will be sent in writing to the Registrar's 
Office and the individual student. A candidate 
who fails the Master's Comprehensive Examina- 
tion may take it only one more time. Students who 
have completed their course work should regis- 
ter for Master's Interim Study (888) each semes- 
ter until they complete their comprehensive ex- 
aminations. Only the registration fee and the ac- 
tivity fee are charged during this period. No credit 
is granted. 

Thesis 

Some programs require or allow the option 
of a thesis. It is the responsibility of the 
student to become familiar with the regu- 



lations of his or her major department. A maxi- 
mum of 6 credit hours, attained by registering for 
Thesis Seminar 801, is required for the thesis. 
The thesis is done under the supervision of a di- 
rector and at least one other reader assigned by 
the department. Students who have completed 6 
credits under Thesis Seminar but who have not 
finished their thesis must register for Thesis Di- 
rection 802, a non-credit course, each semester 
until the thesis is completed. A Graduation Form 
should be filed with the Registrar in accordance 
with the dates indicated in the academic calendar. 
Two typed copies of the thesis, one original and 
one clear copy, approved and signed by the direc- 
tor and reader, must be submitted to the Gradu- 
ate School Office, accompanied by the proper 
binding and microfilm fee, no later than the date 
specified in the academic calendar. 

The submitted thesis becomes the property of 
Boston College but the University does not limit 
the author's right to publish results. . 

Time Limit 

The student is permitted five consecutive 
years from the date of acceptance into the 
program for completion of all requirements 
for the Master's degree. Extensions are 
permitted only with approval of the depart- 
ment concerned and of the Dean. 

Leave of Absence 

Students enrolled in a degree program who do not 
register for course work, Thesis Direction or for 
Master's Interim Study in any given semester 
must request a leave of absence for that semester. 
Leaves of absence are not normally granted for 
more than 2 semesters at a time. Students may 
obtain the Leave of Absence Form from the Reg- 
istrar and submit this form to that office for the 
Dean's approval. 

Leave time will normally be considered a por- 
tion of the total time limit for the degree unless 
the contrary is decided upon initially between the 
student and the Dean. Students must file the re- 
admission form with the Registrar's Office and 
pay the readmission fee at least 6 weeks prior to 
the semester in which they expect to re-enroll. 

MASTER OF ARTS IN TEACHING 
(M.A.T.) AND MASTER OF SCIENCE IN 
TEACHING (M.S.T.) 

Master's Programs in Teaching are available for 
those who are teaching or who wish to prepare 
to teach. Applicants must be accepted both by the 
subject department in which they wish to special- 
ize and by the Department of Education. The 
M.S.T. and M.A.T. programs are pursued 
under one of the following plans: 

• Plan A: combines graduate study with a 
teaching internship. 

• Plan B: combines graduate study with a period 
of apprenticeship. 

• Plan C: for an experienced teacher or 
graduate from a School of Education with- 
out teaching experience. 

For additional information contact the De- 
partment of Education. 



1 4 «Graduate Arts and Sciences • Degree Programs 



Students in the M.A.T. and M.S.T. programs 
must pass a comprehensive examination taken in 
two parts — one devoted to the subject matter field 
and the other to the field of Education. General 
requirements regarding credits, language, time 
limit, and courses for the Master's Programs de- 
scribed above are applicable to these degrees. 

SPECIAL PROGRAMS 

• Master of Arts in American Studies: See depart- 
ments of History, English, and Political Science. 

• Master of Arts in Biblical Studies: See de- 
partment of Theology. 

• Master of Arts in Irish Studies: See department 
of English. 

• Master of Arts in Medieval Studies: See 
department of History. 

• A Iaster of Arts in Slavic Studies: See department 
of Slavic and Eastern Languages. 

• Certificate of Advanced Specialization 
(C.A.E.S.): See department of Education and the 
Institute of Religious Education and Pasto- 
ral Ministry. 

• Certificate of Advanced Graduate Stud- 
ies (C.A.G.S.): See department of English. 

The five-year time limit for completing a 
Master's Degree also applies to the C.A.E.S. and 
C.A.G.S. programs. 

DOCTORAL DEGREE PROGRAMS 

Requirements for the Degree of Doctor 
of Philosophy 

The Ph.D. degree is granted only for distinc- 
tion attained in a special field of concentra- 
tion and demonstrated ability to modify or 
enlarge a significant subject in a disserta- 
tion based upon original research conspicu- 
ous for its scholarship. 

The minimum requirement for the Ph.D. is 
that the doctoral student follow a unified and or- 
ganized program of study. Additional information 
regarding specific programs of study at the doc- 
toral level will be found in this Catalog under 
departmental listings. Detailed statements of re- 
quirements and procedures should be requested 
directly from the department in which the student 
has an interest. 

Residence 

The philosophy of the residence requirement is 
that a doctoral student should experience the to- 
tal environment of the University. Residence for 
at least two consecutive semesters of one academic 
year, during which the student is registered as a 
full-time student at the University, is required. A 
plan of studies which meets this requirement must 
be arranged by the student with the department. 
Registration in two courses per semester is con- 
sidered to fulfill the residency requirement for 
students holding full-year fellowships and 
assistantships. The residence requirement 
may not be satisfied, in whole or in part, by 
summer session attendance. 

Language Requirement 

Each department shall decide the extent and na- 
ture of the language requirement for its students. 



Preparing for Comprehensives 

Students frequently spend one or two semesters 
preparing for comprehensive examinations fol- 
lowing the completion of their course require- 
ments. During this interim period students should 
register for Doctoral Comprehensives 998, for 
which only the registration fee and the activity fee 
are required. No credit is granted. 

Comprehensive Examinations 

Student eligibility for taking the doctoral compre- 
hensive examination is determined by the depart- 
ment. Students should consult with their depart- 
ment about the nature of this examination and 
time of administration. Departments use the fol- 
lowing grading scale: pass with distinction 
(PwD), pass (P), and fail (F); one of these 
three grades will be recorded on the 
student's transcript. Generally, within two 
weeks, the department will send the results 
in writing to the Registrar's Office and to 
the individual student. A student who fails 
the doctoral comprehensive examination 
may take it once again not sooner than the 
following semester and at a time desig- 
nated by the department. In case of a sec- 
ond failure, no further attempt is allowed. 

Admission to Candidacy 

A student attains the status of a doctoral candidate 
by passing the doctoral comprehensive examina- 
tion and by satisfying all departmental require- 
ments except the dissertation. Doctoral candi- 
dates are required to register each semester and 
to pay a doctoral continuation fee until 
completion of the dissertation. 

Dissertation 

Each doctoral candidate is required to com- 
plete a dissertation which embodies origi- 
nal and independent research and which 
demonstrates advanced scholarly achieve- 
ment. The subject of the dissertation must 
be approved by the major department and 
the research performed under the direction 
of a faculty advisor. The manuscript must 
be prepared according to style require- 
ments of the departments, and of the 
Graduate School of Arts and Sciences. 

Acceptance of the Dissertation 

As soon as possible after a student's admission to 
candidacy, a dissertation committee will be ap- 
pointed by the Dean to judge the substantial merit 
of the dissertation. The dissertation committee 
shall include the major faculty advisor as chair- 
person and at least two additional members of the 
graduate faculty as readers. 

The dissertation shall be defended by the can- 
didate in a public oral examination. 

Official approval of the dissertation by the 
dissertation committee is required. Committee 
members certify their acceptance by signing the 
title page of the dissertation. Two signed copies 
of the dissertation, one original and one clear 
copy, should be filed in the Graduate School of 
Arts and Sciences Office. The submitted 
dissertation becomes the property of Bos- 
ton College, but the University does not 



limit the author's right to publish the results. 
Dissertation Publication 

Doctoral candidates should report to the Gradu- 
ate School Office by the middle of the semester 
in which they plan to graduate for detailed in- 
structions concerning dissertation publication 
requirements and commencement procedures. 

Time Limit 

All requirements for the Doctoral degree must be 
completed within eight consecutive years from the 
beginning of doctoral studies. Extensions beyond 
this limit may be made only with departmental 
recommendation and the approval of the Dean. 

Leaves of Absence 

The conditions for leaves of absence and 
readmission as noted for the Master's Pro- 
gram are also applicable to the Doctoral 
Program. Leaves of absence for students 
on Doctoral Continuation are rarely granted. 

INTERDISCIPLINARY DOCTORAL 
PROGRAM 

Where departmental doctoral programs are 
unable to satisfy the interests of the stu- 
dent, an interdisciplinary doctoral program 
remains a possibility. A student interested 
in exploring such a possibility should first 
make an inquiry to the Graduate School 
Office. 

SPECIAL STUDENTS (NON-DEGREE) 

Students not seeking a degree, but inter- 
ested in pursuing course work at the gradu- 
ate level, may apply for admission as spe- 
cial students. Many individuals enter a de- 
partment of the Graduate School as spe- 
cial students-either to explore the serious- 
ness of their interest in studying for an 
advanced degree or to strengthen their cre- 
dentials for possible later application for 
degree study. Others are simply interested 
in taking graduate course work for 
interest's sake or for other purposes. Ad- 
mission as a special student does not guar- 
antee subsequent admission for degree 
candidacy. Individuals who are admitted as 
special students and who subsequently 
wish to apply for admission as degree can- 
didates must file additional application 
documents and be accepted for degree 
study. The number of credits one has earned as a 
special student that may be applied toward the re- 
quirements of a degree is determined by the ap- 
propriate Department in concert with Graduate 
School regulations. 

Those admitted as Special Students may take 
courses only in the Department that has recom- 
mended their admission. Permission to continue 
to take courses as a Special Student beyond the 
semester for which admission was originally 
gained must be obtained from the admitting 
Department's Graduate Program Director. 
While required, gaining such permission is 
not considered to be the same as an origi- 



Graduate Arts and Sciences • Degree Programs • l 5 



nal application for admission; consequently, a 
second application fee is not required. 

ADMISSION 

Eligibility and Application Information 

The Boston College Graduate School of Arts and 
Sciences is an academic community whose doors 
are open to all students without regard to race, 
religion, age, sex, marital or parental status, na- 
tional origin or handicap. Opportunities and ex- 
periences are offered to all students on an equal 
basis and in such a way as to recognize and 
appreciate their individual and cultural dif- 
ferences. 

Applicants for admission to the Gradu- 
ate School ordinarily must possess at least 
a bachelor's degree from an accredited in- 
stitution and give evidence of the ability 
and preparation necessary for the satisfac- 
tory pursuit of graduate studies. This evi- 
dence consists primarily, but not exclu- 
sively, in the distribution of undergraduate 
courses and the grades received in them. 
Consult the appropriate departmental de- 
scriptions for additional specific require- 
ments. 

Individuals lacking a bachelor's degree 
generally are not admitted to Graduate 
School classes. In order to attend graduate 
classes, persons lacking the bachelor's de- 
gree should apply for authorization either 
through the Dean of the Evening College of 
Arts and Sciences and Business Administra- 
tion or, in the case of Boston College un- 
dergraduates, through their appropriate 
dean and with the approval of the chairper- 
son of the given department. Such students 
will receive only undergraduate credit for 
the course taken in the Graduate School, 
and the course credit will be entered only 
on their undergraduate record. For regula- 
tions governing the simultaneous Master's/ 
Bachelor's degree, one should consult his 
or her own undergraduate dean. 

The Graduate School accepts two classes of 
applicants: Degree students (degree-seeking) and 
Special students (non-degree-seeking). 

A completed application to the Graduate 
School includes forms that provide biographical 
information, official transcripts, and references. 
All of these documents will be found in the Gradu- 
ate School of Arts and Scie?ices Bulletin, along with 
complete instructions for their submission. For 
possible additional required credentials, e.g. GRE 
scores etc., consult the requirements of the De- 
partment to which admission is being sought. All 
application materials should he sent to the Graduate 
Admissions Office, McGuinn Hall 221. 

Applicants for Special Student status should 
consult the Graduate Arts and Sciences Bulletin re- 
garding required application documents. All ap- 
plication materials should he sent to the Graduate 
School Admissions Office, McGuinn Hall 221. 

Degree and Special students are not admitted 
officially until the completed application form 
with a positive Department recommendation has 



GRADUATE SCHOOL PROGRAMS AND DEGREES 

DEPARTMENT OF INSTRUCTION 



M.ED. C.A.E.S. C.A.G.S. 



American Studies 




/ 










Biology 


/ 






/ 


/ 




Chemistry 


/ 






/ 


/ 




Classical Lang. 




/ 










Economics 


/ 


/ 










Education 


/ / / 


/ 




/ / / 




English 


/ 


/ 


/ 






/ 


Geology/Geophysics 








/ 


/ 




History 


/ 


/ 


/ 








Mathematics 




/ 






/ 




Nursing 


/ 






/ 






Philosophy 


/ 


/ 










Physics 


/ 






/ 


/ 




Political Science 


/ 


/ 










Psychology 


/ 












Religious Ed. 

& Pastoral Ministry 


/ 


/ 






/ / 




Romance Lang. 


/ 


/ 


/ 








Slavic & Eastern Lang. 




/ 










Slavic Studies 




/ 










Sociology 


/ 


/ 










Theology 


/ 


/ 










Irish Studies (English) 




/ 










Biblical Studies (Theology) 




/ 










Medieval Studies (History) 


/ 


/ 











been approved by the Director of Graduate Ad- 
missions. Admission should not be presumed 
without receipt of official notification from the 
Director. 

Degree-seeking applicants should consult the 
department of specialization regarding the spe- 
cific requirements for the various departmental 
Master's, C.A.E.S., C.A.G.S., and doctoral pro- 
grams. 

For the necessary application forms and infor- 
mation, Domestic Students (U.S. citizens and per- 
manent resident non-U. S. citizens) should ad- 
dress their requests to the department of interest 
or to the Graduate Admissions Office. 

Foreign Students (non-U. S. citizens who are 
not permanent U.S. residents) should address 
their requests to the Graduate School of Arts and 
Sciences, Admissions Office, McGuinn Hall 221. 

If one's department of interest has require- 
ments involving the Graduate Record Examina- 
tion (GRE), Miller's Analogies Tests, etc., infor- 
mation regarding these tests may be obtained 
from: The Center for the Study of Testing, Evalu- 
ation and Educational Policy, Boston College, 
Chestnut Hill, Massachusetts 02 167. 

Information on the GRE tests also may be 
obtained from Educational Testing Service, Box 
955, Princeton, New Jersey 08540 or Educational 



Testing Service, 1947 Center Street, Berkeley, 
California 94794. 

All documents submitted by applicants for 
admission become the property of the Graduate 
School and are not returnable. Applicants who are 
accepted by the Graduate School but do not reg- 
ister for course work at the indicated time will 
have their documents kept on file for twelve 
months after the date of submission. After that 
time, the documents will be destroyed and the 
applicants must provide new ones if they later 
decide to begin graduate study. 

Procedure for Filing Applications 

Domestic Students (U.S. citizens and other 
permanent residents of U.S.) 

Domestic students applying for admission and 
financial aid should submit all application mate- 
rials to the Graduate Admissions Office, Mc- 
Guinn Hall 221. 

Unless other dates are indicated by individual 
departments/divisions, the completed applica- 
tions for admission should be on file by April 1 5 
for June admissions, May 1 5 for September ad- 
missions and November 15 for January admis- 
sions. Earlier application is strongly encouraged 
from those hoping to receive Departmental 
financial aid. 



1 6 "Graduate Arts and Sciences • Admission 



Applicants are urged to utilize the Application 
Acknowledgment post card included in the 
Graduate School Bulletin to ensure the complete- 
ness of their application and to contact the depart- 
ment in which they plan to study or the Gradu- 
ate School Admissions Office if they require ad- 
ditional information. 

Foreign Students (non-U.S. citizens who are 
not permanent residents of U.S.) 

Foreign students seeking admission should write 
to the Boston College Graduate School of Arts 
and Sciences requesting the International Student 
Application Forms. 

Foreign students should send all their com- 
pleted application materials to Graduate School 
of Arts and Sciences, Graduate Admissions Office, 
Boston College, Chestnut Hill, Massachusetts 
02167, U.S.A. 

They should NOT send these materials di- 
rectly to the department or program concerned 
since this will only delay the processing of their 
applications. 

All foreign student applicants for whom En- 
glish is not the first language should plan to take 
the TOEFL (Test of English as a Foreign Lan- 
guage) Examination, and indicate that their score 
be forwarded to the Graduate School by The 
Educational Testing Service. Ordinarily, a mini- 
mum score of 550 on this examination is expected 
by the Graduate School for admission. Individual 
departments may require a higher score. Informa- 
tion about this examination can be obtained from 
the Educational Testing Service (see above for 
address). 

Applications for admission which do NOT 
involve a request for financial aid should be 
received in the Graduate School Office by 
April 15 for September admission and by 
October 1 for January admission. 

Applications for admission which DO in- 
volve a request for financial aid should be 
received in the Graduate School Office by 
February 15. No requests for financial aid 
will be considered for January admissions. 

Acceptance 

Announcements of acceptance or rejection 
are usually mailed on or about April 15 for 
September admissions but may vary by de- 
partment. Decisions for January or June ad- 
mission are made on a rolling basis. Deci- 
sions are made on the basis of departmen- 
tal recommendations and the fulfillment of 
prerequisites. No student should presume 
admission until he or she has been notified 
officially of acceptance by the Director of 
Admissions of the Graduate School. 

Registration 

Students in the Graduate School of Arts and 
Sciences register for courses by mail. New 
and continuing degree students will be 
mailed registration material, including the 
Registration Information for Graduate Stu- 
dents booklet, approximately one month 
prior to the beginning of each semester. 
Consult the calendar at the back of this 
catalog for registration dates and deadlines 
for the 1993-94 academic year. 

Before registration, all degree students 
should see their department advisor or 



chairperson to discuss a program of study and 
obtain approval for courses. See the Registration 
Information for Graduate Students book for infor- 
mation on acceptable methods of payment. 

Students registering by mail will receive a re- 
ceipt as soon as the registration has been pro- 
cessed. For information on graduate tuition and 
fees refer to the "Graduate Tuition and Fees" 
section of this Catalog. In addition to the tuition 
cost, students must pay the registration fee and 
student activities fee each semester. 

After registration, neither additional courses 
nor changes from audit to credit are permitted. 
Students may withdraw from a course or change 
from credit to audit up to three weeks prior to 
examinations and may receive partial tuition re- 
fund on withdrawals submitted during the three 
weeks following registration. Students changing 
from credit to audit receive no refund. See "With- 
drawals and Refunds" section for specific refund 
dates. 

ACADEMIC REGULATIONS 

Academic Integrity 

Students in the Boston College Graduate School 
of Arts and Sciences are expected to have high 
standards of integrity. Any student who cheats or 
plagiarizes on examinations or assignments is sub- 
ject to dismissal from the Graduate School of Arts 
and Sciences. Cases involving academic integrity 
shall be referred to the Dean for adjudication. 

Grades 

In each graduate course in which he or she regis- 
ters for graduate credit, the student will receive 
one of the following grades at the end of the se- 
mester: A, A-, B+, B, B-, C, F, W or I. The high 
passing grade of A is awarded for course work 
which is distinguished. The ordinary passing 
grade of B is awarded for course work which is 
clearly satisfactory at the graduate level. The low, 
passing grade of C is awarded for work which is 
minimally acceptable at the graduate level. The 
failing grade of F is awarded for work which is 
unsatisfactory. 

Academic credit is granted for courses in 
which a student receives a grade of A, A-, B+, B, 
B-, or C. No academic credit is granted for a 
course in which a student receives a grade of F. 
A student who receives a grade of C in more than 
10 or F in more than 8 semester hours of course 
work may be required to withdraw from the 
school. 

Withdrawal from a Course 

To withdraw from a course after registration, a 
graduate student should pick up a Course With- 
drawal Form in the University Registrar's Office, 
Lyons 101. The student should obtain an autho- 
rizing signature from the Associate Dean of the 
Graduate School. After obtaining those authoriz- 
ing signatures, the student is to return the form 
to the Registrar's Office. 

For students who officially withdraw from a 
course during the registration period, no record- 
ing entry will appear on the permanent record. 
After the registration period but before the last 
three weeks of class, official withdrawal from a 
course will be recorded by "W" in the grade col- 
umn of the permanent record. No student will be 



permitted to drop a course during the last three 
weeks of classes or during the examination period. 
Students still registered in a course during this 
period will receive a final grade in the course. For 
specific dates, please refer to the refund schedule 
of this Catalog. 

Incompletes 

All required work in any course must be com- 
pleted by the date set for the course examination. 
A student who has not completed the research or 
written work for a course may, with adequate rea- 
son and at the discretion of the faculty member, 
receive an I (Incomplete). Except for extraordi- 
nary cases, the grade of Incomplete(s) shall not 
stand for more than four (4) months. A student's 
financial aid may be jeopardized if he or she has 
Incompletes of more than four months' standing. 
Any Incomplete grade which is turned in 
to the Registrar's Office will remain an In- 
complete until it is changed by a formal 
action of the faculty member involved. 

Semester Examinations and 
Grade Reports 

Seminars and teacher-training courses may or 
may not have a semester examination at the dis- 
cretion of the instructor. Semester examinations 
are given in all other courses and students should 
consult the semester examination schedule posted 
outside the University Registrar's Office, Lyons 
101. When examinations or classes are cancelled 
as a result of stormy weather, an announcement 
is made on the radio (WBZ, WHDH), or by re- 
corded phone message (call 552-INFO), gener- 
ally by noon. The scheduling of examinations thus 
cancelled is posted outside Lyons 101. Semester 
grade reports are mailed to all students who are 
in good standing. 

Transcript Requests 

Transcript requests should be addressed in writ- 
ing to the University Registrar. The student 
should indicate his or her full name and should 
specify whether he or she is currently enrolled, on 
leave of absence, withdrawn, or graduated. A fee 
is charged for each transcript and must be 
enclosed with the request. The official tran- 
script lists all courses for which the student 
has been registered in the Graduate School. 

Change of Name and Address 

Students are responsible for maintaining their 
current name and address on file in the Registrar's 
Office. 

Transfer of Credit 

Students who have completed one full semester 
of graduate work at Boston College may request 
transfer of not more than six graduate cred- 
its earned elsewhere. Only courses in which 
a student has received a grade of B or better, and 
which have not been applied to a prior degree, will 
be accepted. Credit received for courses com- 
pleted more than ten years prior to a student's ad- 
mission to his or her current degree program are 
not acceptable for transfer. Transfer of Credit 
forms, which are available in the University 
Registrar's Office, should be submitted, together 
with an official transcript, directly to the student's 
chairperson and Dean for approval. If approved, 
the transfer course and credit, but not a grade, will 
be recorded on the student's permanent record. 



Graduate Arts and Sciences • Academic: Regulations* l 7 



Graduate students who have been formally 
admitted to the Graduate School and who have 
earned credits in the Boston College Summer 
Session will have their grades automatically trans- 
ferred to their permanent record unless the stu- 
dent requests otherwise. 

GRADUATION 

May Graduation 

Graduate School degrees are awarded at the an- 
nual May commencement. Students who plan to 
graduate in May should file a Graduation Form 
in the Registrar's Office by the deadline stated in 
the Academic Calendar. For students who sign up 
for graduation but who for some reason, do not 
graduate on the anticipated date, the Registrar's 
Office will automatically move them up to the 
next scheduled graduation period. Those who 
finish degree requirements during the school year 
may request a Letter of Certification for the 
completion of their degree requirements. 

Diplomas are distributed immediately follow- 
ing the completion of the commencement exer- 
cises. Diplomas will be mailed to students unable 
to attend commencement. 

The name of a graduate will not appear on the 
official commencement list unless all financial and 
library accounts have been settled, nor will di- 
ploma or transcripts be awarded or issued where 
the fees have not been paid. 

September and December 
Graduations 

Graduate students who have completed all degree 
requirements by September 1 or December 30 are 
eligible to receive the degree as of those dates. 
The procedure is the same as for May graduation. 
As there are no commencement exercises in De- 
cember or September, the names of those receiv- 
ing degrees will be included in the program of the 
following May commencement. 

FINANCIAL AID 

Academic Awards 

Stipends and scholarships are available to 
aid promising students in the pursuit of 
their studies, including: University Fellow- 
ships, Teaching Fellowships, Graduate As- 
sistantships, Research Assistantships and 
Tuition Scholarships. Awards vary by disci- 
pline and can be as large as $12,000 plus 
a full tuition scholarship. Individuals whose 
applications are complete will routinely be 
considered for financial aid by the Depart- 
ment in which they hope to study; no sepa- 
rate application is necessary. The scholas- 
tic requirements for obtaining these stipend 
awards or scholarship awards are necessar- 
ily more exacting than those for simply 
securing admission to the Graduate School. 
University Fellowships 

University Fellowships are available in some 
departments offering the Ph.D degree. These 
awards, which provide a stipend, and may include 
up to a full tuition scholarship, do not require 
specific services 



Fellowships for American Minority Group 
Students 

The Graduate School sponsors several Fellow- 
ships specifically for American minority group 
students. These are in addition to other Fellow- 
ship and Assistantship awards, carried tuition 
scholarships and stipends of up to $1 1,000 for the 
1 992-93 academic year, and may increase slightly 
for the 1993-94 academic year. These fellowships 
do not require specific services. Interested 
students should write directly to the Director of 
Admissions and Financial Aid, Attention: Minor- 
ity Student Fellowship Program for further par- 
ticulars. All applicants, of course, are routinely 
considered for the various types of financial aid 
that are available in the Graduate School. 
Teaching Fellowships 

The Graduate School has available a limited num- 
ber of Teaching Fellowships. These provide for 
a stipend which varies among departments. The 
Teaching Fellow, in addition to his or her pro- 
gram of studies, is normally responsible for six 
hours of teaching in the undergraduate colleges. 
Graduate Assistantships 

Assistantships are available in most depart- 
ments. Generally, the Assistants in natural 
science departments assist in laboratory 
activities. In these and other departments the 
Assistants may be otherwise involved in the Aca- 
demic activities of the department. The nature 
and number of hours involved are deter- 
mined by the Department Chairperson. 

Assistantships provide a stipend which 
varies among departments. 
Research Assistantships 

Research Assistantships are available in some de- 
partments. The stipends are similar but not uni- 
form among the departments. Summer research 
opportunities are also available on some research 
projects. For further information, contact the 
Chairperson of the Department. 
Tuition Scholarships 

Tuition scholarships are awarded to a lim- 
ited number of students based on academic 
achievement and promise. Tuition Scholarship 
support is available for American minority group 
students who are offered admission to Graduate 
Teacher Education Programs in the Department 
of Education, based on academic achievement and 
promise, and potential as a teacher in elementary 
and secondary schools. For further information, 
contact the Graduate Admissions Officer of the 
Department of Education. 
Procedures for Financial Aid Recipients 
Teaching Fellows and Assistants are full- 
time graduate students. Consequently, 
they may not accept any additional com- 
mitment of employment without prior con- 
sultation with and permission of the chair- 
person of the department and approval of 
the Dean of the Graduate School. 

At the opening of each school year, or at what- 
ever other time financial aid may be awarded, re- 
cipients must report to the Graduate Ad- 
missions Office to fill out personnel cards and tax 
information forms. 



An aid recipient who relinquishes a Fellow- 
ship, Assistantship or a tuition scholarship must 
report this matter in writing to the Department 
Chairperson and to the Dean. These awards may 
be discontinued at any time during an academic 
year if either the academic performance or in-ser- 
vice assistance is of an unsatisfactory character. 
They may also be discontinued for conduct inju- 
rious to the reputation of the University. 
Other Sources of Financial Aid 
Students interested in other sources of financial 
aid, such as work-study funds and various loan 
programs, should inquire at the University Finan- 
cial Aid Office where all such aid is administered. 
(Refer to the earlier section on "Financial Aid" in 
this Catalog and to the Graduate School Bulle- 
tin). 



l 8 • Graduate Arts and Sciences • American Studies 



Graduate 
American 



Programs 
Studies 



FACULTY 

The American Studies Faculty Caucus for 
1993-94: 

Professor Judith Smith, (Director), History 

Professor Henry Blackwell, English 

Professor Sherri Broder, History 

Professor Andrew Buni, History 

Professor Anne Fleche, English 

Professor William Gamson, Sociology 

Dean Carol Hurd Green, Arts and Sciences 

Professor Stuart Hecht, Communication and 
Theater 

Professor Jeffery Howe, Fine Arts 

Professor Robert Kern, English 

Professor Alan Lawson, History 

Professor Seymour Leventman, Sociology 

Professor Ramsey Liem, Psychology 

Professor Suzanne Matson, English 

Professor Karen Miller, History 

Professor Thomas O'Connor, History 

Professor Philip O'Leary, English 

Professor Carol Petillo, History 

Professor Richard Schrader, English 

Professor Laura Tanner, English 

Professor Cecil Tate, English 

Professor James Wallace, English 

Professor Christopher Wilson, English 



American Studies at Boston College is an inter- 
departmental program leading to the Master of 
Arts degree. Cooperating departments include 
English, History, Political Science, and Fine Arts. 
Admission of any applicant will be determined by 
both the major department and the American 
Studies Committee. 

The Program is designed to encourage an un- 
derstanding of the American experience by bring- 
ing students to an integrated view of American 
culture. Candidates concentrate in a major de- 
partment, while integrating the methods of inter- 
disciplinary work developed in a colloquium in the 
literature and practice of American Studies, and 
two research seminars. In addition to these nine 
credits, the student is required to take twelve 
hours of graduate work in his or her major field, 
and nine in a field related to that major interest. 
At the end of a student's course of study, 
the Master's candidate undergoes an oral 
examination testing his or her ability to 
synthesize several areas of knowledge. 

The Program also has several extracurricular 
dimensions. It has been a focal point for programs 
drawing upon the cultural resources of the Bos- 
ton area. 

Applicants are asked to acquire application 
materials from the department which will be their 
major field of concentration. 

COURSE OFFERINGS 

Students construct their program from 
Americanist offerings in cooperating depart- 
ments, in addition to the two-course core se- 
quence: 



AS 724 Graduate Core Colloquium: An 
Introduction to the Literature of American 
Studies (F: 3) 

The colloquium considers a wide range of read- 
ings that represent key avenues of approach to the 
interdisciplinary study of culture. Additional time 
will be spent examining the nature of the field of 
American Studies and its present state. 

Judith Smith 

AS 990 Graduate Core Seminar (S: 3) 

Each year the American Studies Committee ap- 
proves a seminar topic which provides the focus 
for interdisciplinary work. After several weeks of 
common reading within this topical area (e.g. 
American Culture in the 1920s), students pursue 
individual research topics of their own choosing. 
Normally, the topic serves as a research essay for 
the course. With the permission of the instruc- 
tor, this course is open to all students in cooper- 
ating departments. 

The seminar topic for spring 1994 will 
be Cultural Constructs of the Civil War: In- 
terdisciplinary Perspectives, taught by 
James Wallace of the English Department. 
See description under EN 792. 

Interested students may inquire about the 
Program by writing directly to Prof. Judith Smith, 
Director, American Studies Program, History 
Department, Boston College, Chestnut Hill, MA 
02167. 



Graduate Arts and Sciences "Biology • l 9 



B 



o 



L 



O 



FACULTY 

Maurice Liss, Professor; A.B., Harvard Univer- 
sity; Ph. D., Tufts University School of Medicine 

Thomas N. Seyfried, Professor; B.A., St. Francis 
College; M.S., Illinois State University; Ph.D., 
University of Illinois 

Jolane Solomon, Professor; A.B., Hunter Col- 
lege; A.M., Ph.D., Radcliffe College 

Anthony T. Annunziato, Associate Professor; 
B.S., Boston College; M.S., Ph.D., University of 
Massachusetts, Amherst 

Grant W. Balkema, Associate Professor; B.S., 
Ph.D., Purdue University 

William J. Brunken, Associate Profes- 
sor; B.S., Long Island University; Ph.D., 
State University of New York, Stony Brook 

Mary Kathleen Dunn, Associate Pro- 
fessor; B.A., University of Kansas; M.A., 
Michigan State University; Ph.D., Univer- 
sity of North Carolina at Chapel Hill 

James J. Gilroy, Associate Professor; B.S., Uni- 
versity of Scranton; M.S., Catholic University; 
Ph.D., University of Maryland 

Jonathan J. Goldthwaite, Associate Professor; 
B.S., University of Massachusetts, Amherst; 
Ph.D., University of California, Berkeley 

Joseph A. Orlando, Associate Professor; B.S., 
Merrimack College; M.S., North Carolina State 
College; Ph.D., University of California, Berke- 
ley 

William H. Petri, Associate Professor, Chairperson 
of the Department; A.B., Ph.D., University of 
California, Berkeley 

Donald J. Plocke, S.J., Associate Professor; B.S., 
Yale University; A.M., Boston College; Ph.D., 
Massachusetts Institute of Technology 

R. Douglas Powers, Associate Professor; A.B., 
SUNY; Ph.D., Syracuse University 

Allyn H. Rule, Associate Professor; B.S., Central 
Connecticut College; A.M., Ph.D., Boston Uni- 
versity 

Chester S. Stachow, Associate Professor; B.S., 
M.S., Ph.D., University of Manitoba 

Thomas Chiles, Assistant Professor; B.S., Ph.D., 
University of Florida 

Donna Maire Fekete, Assistant Profes- 
sor; B.S. University of Vermont; Ph.D., 
Harvard University 

Charles S. Hoffman, Assistant Profes- 
sor; S.B., Massachusetts Institute of Tech- 
nology; Ph.D., Tufts University 
Robert J. Wolff, Senior Lecturer; B.A. 
Lafayette College, Ph.D., Tufts University. 



PROGRAM DESCRIPTION 

The Department of Biology offers courses lead- 
ing to the degrees of Doctor of Philosophy and 
Master of Science, and cooperates with the De- 
partment of Education in the Master of Science 
in Teaching (M.S.T) program. 

Those seeking admission to the gradu- 
ate program should have a strong back- 
ground in biology, chemistry and math- 
ematics with grades of B or better in these 
subjects. Deficiencies in preparation may be 
made up in the graduate school. Ph.D. stu- 
dents must include differential calculus and 
physical chemistry in their preparation; 
these may be taken during the course of 
graduate studies. 

The Ph.D. program does not require a spe- 
cific number of graduate credits; however, the 
Residence Requirements, as defined in the 
Graduate School of Arts and Sciences section of 
this Catalog, must be met. 

Requirements: The minimum curriculum for 
Ph.D. students consists of three core courses in 
Advanced Biochemistry (BI 604), Genetics and 
Molecular Biology (BI 605), and Cell Biology and 
Physiology (BI 608); a Laboratory Orientation 
course (BI 611); two additional graduate 
level (500 or higher) biology courses of 
which one must be level 600 or higher; and 
4 graduate seminars (800 or higher). All 
Ph.D. candidates are expected to have 
taken differential and integral calculus and 
physical chemistry either before or during 
their course of studies. The physical chem- 
istry requirement may be satisfied by BI 
515, Biophysical Chemistry. In addition, in 
order to advance to candidacy for the doc- 
toral degree, the student must pass a Com- 
prehensive Examination and defend a re- 
search proposal. 

A minimum of 30 graduate credits is required 
for the Master's degree. For an M.S. in Biology 
this must include three core courses in Advanced 
Biochemistry (BI 604), Genetic and Molecular Bi- 
ology (BI 605), and Cell Biology and Physiology 
(BI 608); a Laboratory Orientation course (BI 
61 1); two additional graduate biology courses (500 
or higher), and one seminar course (800 or 
higher). Both M.S. and Ph.D. degrees require the 
presentation and oral defense of a thesis based on 
original research conducted within the Depart- 
ment under the guidance of a faculty member. 

M.S. and Ph.D. students are also ex- 
pected to participate in the teaching of 
undergraduate courses during their course 
of studies. M.S.T. candidates are not re- 
quired to follow a specific core curriculum, 
but with the advice and consent of their advisors 
take those courses that best satisfy their individual 
requirements. Contact the Department for 
more detailed information. 



COURSE OFFERINGS 

An asterisk (*) after the course title indi- 
cates that a course carries a laboratory fee. 
Courses numbered 500-599 are for under- 
graduate and graduate registration. 

BI 506 Recombinant DNA Technology (F: 3) 

This course will describe the theory and practice 
of recombinant DNA technology, and its appli- 
cation within molecular biology research. Top- 
ics will include the cloning of genes from various 
organisms, plasmid construction, transcriptional 
and translational gene fusions, nucleic acid 
probes, site-directed mutagenesis, polymerase 
chain reaction, and transgenic animals. The goal 
of the course is to make the research-oriented 
student aware of the wealth of experimental ap- 
proaches available through this technology. Two 
lectures per week. Charles S. Hoffman 

BI 510 General Endocrinology (F: 3) 

Prerequisite: Introductory Biology or per- 
mission of instructor Suggested: Organic 
Chemistry, Physiology 

Many tissues (e.g., the brain, heart, kidney) as 
well as the "classical" endocrine organs (e.g., ad- 
renal, thyroid) secrete hormones. The 
course is concerned with normal and clini- 
cal aspects of hormone action. 

The effects of hormones (and neurohor- 
mones) on intermediary metabolism, somatic and 
skeletal growth, neural development and behav- 
ior, development of the gonads and sexual iden- 
tity, mineral regulation and water balance, 
and mechanisms of hormone action will be 
considered. Two 90 minute lectures per 
week. Jolane Solomon 

BI 515 Biophysical Chemistry (F: 3) 

Prerequisites: Biochemistry, Physics, Calcu- 
lus 

Lectures on the properties and functional in- 
terrelationships of proteins and nucleic acids with 
emphasis on the principal physicochemical tech- 
niques used for the study of macromolecules. 

Donald J. Plocke, S.J. 

BI 5 1 9 Fundamentals of Radiation Biology 

(S: 3) 

An introduction to the physical and biologi- 
cal concepts involved in the action of ion- 
izing (and non-ionizing) radiations on bio- 
logical systems. The basic principles of ra- 
diation detection systems and appropriate 
procedures for the use and handling of ra- 
dionuclides are also covered. 

Walter J. Fimian, Jr. 

BI 533 Plant Improvement Strategies (S:3) 
Prerequisite: BI 200-202 or equivalent 

Interactive lectures and classroom discussions 
of research articles. Selected topics in the recent 
literature which illustrate the use of various ratio- 
nal experimental approaches toward the improve- 
ment of plant performance. Included will be a re- 



2 o • Graduate Arts and Sciences • Biology 



view of some specific areas of biochemistry and 
physiology which provide the basis for construc- 
tion of the rationale underlying the experiments. 

Jonathan J. Goldthwaite 

Bl 538 Biology of Cell Cycle (F: 3) 

Prerequisite: Permission of instructor 

A studv of growth and division of expo- 
nential, svnehronous and selected cell cul- 
tures. DNA, RNA and protein synthesis in 
procaryotes and eucaryotes during the 
cycle will be discussed. Division controls will 
also be reviewed. William D. Sullivan, S.J. 

Bl 540 Immunology (F: 3) 

Prerequisites: General Biology, Inorganic 
Chemistry or consent of instructor 

This course emphasizes the biology of 
the immune response: cell-cell interactions, 
antibody synthesis and diversity, the immu- 
noglobulins, evolution of self recognition vs. 
nonself (antigen), antigenicity, antibody- 
antigen reactions, immune protection, im- 
mune destruction, and problems in cancer 
and transplantation immunity. Two sev- 
enty-five minute lectures per week. 

Allyn H. Rule 

Bl 548 Comparative Animal Physiology (S: 3) 

This is a course about how animals function; and 
thus, stress will be laid on problems posed to ani- 
mal survival by the environment in which they live 
and on the previous solutions to these problems 
that have been evolved by different animal groups, 
both vertebrate and invertebrate. The interplay 
of the fitness of the environment and the fitness 
of animals to survive in it will be explored. 

The Department 

Bl 552 Developmental Neurobiology (S:3) 
Prerequisite: Bl 200-202 and Bl 302 & 310 or Bl 
304 & 305 or permission of instructor 

This course surveys the development of the 
vertebrate nervous system at the organismal, cel- 
lular and subcellular levels. Emphasis is 
placed upon the origin of neurons and glial 
cells and on their cell-surface interactions 
during development. The influence of hor- 
mones and gene mutation on nervous sys- 
tem development is also covered. 

Thomas N. Seyfried 

Bl 554 Principles of Mammalian Physiology 

(F:3) 

Prerequisite: Bl 310 

A study of the fundamental principles and 
physicochemical mechanisms underlying cellular 
and organismal function. Mammalian organ sys- 
tems will be studied, with emphasis on cardiovas- 
cular, respiratory and renal function and the en- 
docrine regulation of metabolism. 

The Department 

Bl 556 Developmental Biology (S: 3) 

Prerequisites: Bl 302 or Bl 304 & Bl 305 or 
permission of instructor 

Developmental biology is in the midst of a far- 
reaching revolution that profoundly effects many 
related disciplines including evolutionary biology, 
morphology and genetics. The new tools and 
strategies of molecular biology have begun to link 
genetics and embryology and to reveal an incred- 
ible picture of how cells, tissues and organisms dif- 



ferentiate and develop. The course describes how 
both organismal and molecular approaches are 
leading to a detailed understanding of 1) how it 
is that cells containing the same genetic comple- 
ment can reproducibly develop into drastically 
different tissues and organs, and 2) what is the ba- 
sis and role of pattern information in this process. 

William H. Petri 
R. Douglas Powers 

Bl 557 Topics in Developmental Biology (S:3) 

A lecture course designed to introduce the 
student to selected, major areas of research in the 
field of developmental biology by drawing on the 
expertise of a number of the departmental faculty 
whose own research interests are in this area. 
Offered occasionally as an alternative to Bl 556 when 
staffing permits. The Department 

Bl 570 Biology of the Nucleus (F: 3) 

Prerequisite: Bl 302 (Principles of Genetic Analy- 
sis), or two semesters of Biochemistry (Bl 43 5 plus 
Bl 440; or CH 561 plus CH 562); or permission 
of the instructor. 

This course provides an in-depth treat- 
ment of the molecular biology of DNA and 
RNA, with particular emphasis on the con- 
trol and organization of the genetic mate- 
rial of eucaryotic organisms. 
Next offered 1994-95. 

Anthony T. Annunziato 

Bl 604 Advanced Biochemistry (F: 3) 

Topics will include structure and function of 
nucleic acids and proteins; carbohydrates, the 
bioenergetics of metabolism, and the integration 
and control of metabolic processes; biochemistry 
of information transfer, including DNA rep- 
lication, transcription and translation. 

Anthony T. Annunziato 

Maurice hiss 

Chester S. Stachow 

Bl 605 Genetics and Molecular Biology (F: 3) 

This course will cover basic genetic mecha- 
nisms, a study of gene fine structure and a 
variety of cellular strategies for the control 
of gene expression. Special emphasis will be 
placed on the use of modern technology to 
approach current questions in molecular 
biology. 

M. Kathleen Dunn 

Charles S. Hoffman 

William H. Petri 

Bl 608 Cell Biology and Physiology (S: 3) 

This course includes topics in membrane physi- 
ology and cell motility, cellular anatomy and or- 
ganelle function, intercellular connection and 
communications, targeting mechanisms for 
proper intracellular compartmentalization. Re- 
lated topics in immunology will also be addressed. 

Maurice Liss 
Joseph A. Orlando 
R. Douglas Powers 

Bl 61 1 Department Research and Laboratory 
Orientation (F: 1 ) * 

This course will introduce new graduate students 
to department research programs and facilities. 
Required of first-year M.S. and Ph.D. students. 

The Department 



Bl 654 Developmental Genetics (F: 3) 

Prerequisites: Bl 300 and 456, or permission of 
instructor 

A review of the major questions in develop- 
mental biology with a consideration of the neces- 
sity for genetic analysis to answer those questions. 
Not offered 1 993-94. William H. Petri 

Bl 681 Graduate Neurobiology (S: 3) 

This is a discussion-based course. Students 
will be required to attend Bl 481 lectures 
and one additional weekly meeting of 2 hours to 
discuss critical papers in the field. The discussion 
time will be by arrangement. All students inter- 
ested in the neurosciences are encouraged to take 
this course in their first semester. 

William Brunken 

Bl 799 Readings and Research (F, S: 3) 

By arrangement. The Department 

Bl 801 Thesis Seminar (F: 3-S: 3) 

A research problem for M.S. candidates of an 
original nature under the direction of a member 
of the staff. By arrangement. 

The Department 

Bl 802 Thesis Direction* (F: 0-S: 0) 

A non-credit course for those who have 
received six credits for Thesis Seminar but 
who have not finished their thesis. This 
course must be registered for and the con- 
tinuation fee paid each semester until the 
thesis is completed. By arrangement. 

The Department 

Bl 842 Gene Regulation and Chromatin 
Structure (S:2) 

This course will provide an in-depth exami- 
nation of current research papers which 
deal with the molecular biology of transcription 
and replication in eucaryotic cells. Particular 
emphasis will be placed on alterations in chroma- 
tin structure that accompany gene activation and 
DNA synthesis. Such topics as nucleosome struc- 
ture, DNA supercoiling, transposition, and DNA 
sequence effects will be discussed. Offered as 
needed; seminar format. 

Anthony T. Annunziato 

Bl 888 Master's Interim Study (F: O-S: 0) 

For Master's candidates who have com- 
pleted all course requirements but wish to 
remain enrolled while preparing for compre- 
hensive examinations. 

The Department 

Bl 998 Doctoral Comprehensive (F: 0-S: 0) 

Required for Doctoral students who have com- 
pleted all course requirements but are preparing 
for comprehensive examinations. 

The Department 

Bl 999 Doctoral Continuation (F:0 - S:0) 

All students who have been admitted to candidacy 
for the Ph.D. degree are required to register and 
pay the fee for doctoral continuation during each 
semester of their candidacy. 

The Department 



Graduate Arts and Sciences ^Chemistry • 2 1 



Courses offered by the Biology Department on a 
non-periodic basis in response to student needs 
and faculty availability. Consult the department 
prior to each semester for anticipated offerings: 
BI 533 - Plant Improvement Strategies 
BI 654 - Developmental Genetics 
BI 746 - Immunochemistry 
BI 747 - Advanced Immunological 
Techniques 



BI 750 - Bacterial Physiology and 
Metabolism 

BI 760 - Biochemical Control Mechanisms 
BI 808 - Growth Factors and Oncogenes 
BI 809 - Selected Topics in Molecular 

Immunology 
BI 810 - Seminar in Fertilization and 

Gamete Physiology 
BI 814 - Seminar in Bacterial Metabolism 
BI 824 - Seminar in Physiology 



BI 828 - Seminar on the Functional Role of 

Metals in Biological Systems 
BI 830 - Topics in Plant Molecular Biology 

BI 843 - Seminar in Advances in Nucleic 

Acid Research 

BI 848 - Cellular Immunology 

BI 864 - Seminar in Developmental 
Biology 



CENTER FOR EAST EUROPE, 
RUSSIA AND ASIA (CEERA) 



The Center's programs encourage faculty 
and students to participate in interdepart- 
mental endeavors on both the graduate and 
undergraduate levels. Participating faculty 
come from the Departments of Education, 
Fine Arts, History, Philosophy, Political Sci- 
ence, Slavic & Eastern Languages, and The- 
ology, and offer over eighty academic 
courses connected with the study of the 
culture, history and political life of East 
Europe, Russia and Central Asia. 



HS 272 (PO 080) Introduction to Russian, and 
Central Asian Studies (F:3) 

This course provides the student with the 
key themes, theories and approaches nec- 
essary for further detailed study of Russia, 
the former USSR, and the Central Asian 
states. The major findings and methods 
used by specialists in various disciplines will 
be previewed and presented. 

CEERA also sponsors talks and sympo- 
sia on topics of interest. 

Graduate students may also earn a cer- 
tificate of proficiency from the Center. Cer- 



tificate requirements and other information 
on the operation of the Center are available 
from Prof. Raymond T. McNally (History), 
Director, Carney 171 and from Prof. Donald 
Carlisle (Political Science), Assistant Direc- 
tor, McGuinn 220. 

Information on graduate degree programs 
with related area concentrations should be 
obtained directly from the academic de- 
partments: A.B., M.A., Ph.D. in History or 
Philosophy; A.B., M.A. in Russian or in Slavic 
Studies (Slavic & Eastern Languages). 



C H 



M I 



T R 



FACULTY 

Joseph Bornstein, Professor Emeritus; B.S., Bos- 
ton College; Ph.D., Massachusetts Institute of 
Technology 

AndreJ. de Bethune, Professor Emeritus; B.S., St. 
Peter's College; Ph.D., Columbia University 

Robert F. O'Malley, Professor Emeritus; B.S., 
M.S., Boston College; Ph.D., Massachusetts 
Institute of Technology 

Michael J. Clarke, Professor; A.B., Catholic Uni- 
versity; M.S., Ph.D., Stanford University 

Paul Davidovits, Professor; B.S., M.S., Ph.D., 
Columbia University 

Evan R. Kantrowitz, Professor, Chairperson of the 
Department;^ B ., Boston University; A.M. , Ph . D ., 
Harvard University 

T. Ross Kelly, Vanderslice Professor; 
B.S., Holy Cross College; Ph.D., University of 
California at Berkeley 

David L. McFadden, Professor; A.B., 
Occidental College; Ph.D., Massachusetts 
Institute of Technology 

Larry W. McLaughlin, Professor; B.Sc, Univer- 
sity of California at Riverside; Ph.D., University 
of Alberta 

Yuh-kang Pan, Professor; B.S., National Taiwan 
University; Ph.D., Michigan State University 



Mary F. Roberts, Professor; A.B., Bryn 
Mawr College; Ph.D., Stanford University 

Dennis J. Sardella, Professor; B.S., 
Boston College; Ph.D., Illinois Institute of 
Technology 

George Vogel, Professor; B.S., D.Sc, 
Prague Technical University 

William H. Armstrong, Associate Pro- 
fessor; B.S., Bucknell University; Ph.D., 
Stanford University 

E. Joseph Billo, Jr., Associate Profes- 
sor; B.S., M.S., Ph.D., McMaster University 

Udayan Mohanty, Associate Professor; 
B.Sc, Cornell University; Ph.D., Brown Uni- 
versity 

Martha M. Teeter, Associate Professor; B.A., 
Wellesley College; Ph.D., Pennsylvania State 
University 

James E. Anderson, Assistant Professor; B.S., 
Michigan State University; M.S., Ph.D., Univer- 
sity of Michigan 

Amir H. Hoveyda, Assistant Professor; B.A., Co- 
lumbia University; Ph.D., Harvard University 

Lawrence B. Kool, Assistant Professor; B.S., Uni- 
versity of Michigan; Ph.D., University of Massa- 
chusetts at Amherst 



PROGRAM DESCRIPTION 

The Department of Chemistry offers pro- 
grams leading to the degrees of Doctor of 
Philosophy and Master of Science in analyti- 
cal, inorganic, organic chemistry, physical 
chemistry, and biochemistry. The Master's 
degree is intended as a terminal degree. The 
Master of Science in Teaching (M.S.T.) is offered 
through cooperation with the Department 
of Education. 

All entering graduate students take 4 or 5 
qualifying examinations in inorganic, analytical, 
organic, biochemistry, and physical chem- 
istry. Master's degree candidates must take 
the examinations at least once for place- 
ment purposes. Ph.D. candidates are re- 
quired either to pass the Qualifying Exami- 
nations or to satisfy specified foundation 
course requirements. 

Formal courses may be waived in the first year 
in areas of demonstrated proficiency, as revealed 
by the Qualifying Examinations. 

Requirements: Every student is expected to at- 
tain a grade point average of at least 2.50 at the 
end of his or her second semester in the Gradu- 
ate School and to maintain it thereafter. If this 
standard is not met, the student may be 
required to withdraw from the graduate 
program. 

There is no total credits requirement for 
the Ph.D. degree. First-year requirements 
provide the student with a breadth of 



2 2 • Graduate Arts and Sciences • Chemistry 



knowledge in the traditional fields: analyti- 
cal, inorganic, organic, biochemistry, and 
physical chemistry. Beyond the first year, 
each student will pursue a program of stud- 
ies, with the approval of his/her advisor, 
consistent with his/her individual educa- 
tional goals. 

At the end of the second year, Ph.D. 
candidates must pass an oral exam that 
stresses material from their own research 
specialty and other related areas. Members 
of the student's thesis committee comprise 
the exam committee. 

The Comprehensive Examination for the 
M.S. degree is a public, oral defense of the 
student's research thesis. The Ph.D. Com- 
prehensive Examination consists of a series 
of cumulative examinations which test the 
student's development in his or her major 
field of interest and critical awareness and 
understanding of the current literature. 

Both the M.S. and Ph.D. degrees require a 
thesis based upon original research, either experi- 
mental or theoretical. During the second year, 
research will be the major effort of the student 
seeking a Master's degree. For the Ph.D. candi- 
date, a research project requiring three to 
four years of sustained effort will begin 
usually after the first year of study. An oral 
defense of the dissertation before a faculty 
thesis committee completes the degree re- 
quirements. A public presentation of the 
thesis is also required. 

Some teaching or equivalent educational ex- 
perience is required. This requirement may be 
satisfied by at least one year of service as 
a teaching assistant or by suitable teach- 
ing duties. Arrangements are made with 
each student for a teaching program best 
suited to his/her overall program of stud- 
ies. Waivers of teaching requirements may 
be granted under special circumstances 
with the approval of the Chairperson. 

COURSE OFFERINGS 

An asterisk (*) after a course title indicates 
that the course carries a laboratory fee. 

CH 520 Principles of Inorganic Chemistry (F: 3) 

An introduction to the principles of inorganic 
chemistry with emphasis on structural and ther- 
modynamic aspects. William H. Armstrong 

CH 531 Modern Methods in Organic Synthesis 

(F:3) 

Prerequisite: CH 231-232. 

Survey and analysis of reactions and strategies 
employed in the laboratory synthesis of medici- 
nally significant natural and unnatural products. 
Logic and creativity in planning of a synthesis 
scheme and an in-depth understanding of the 
physical basis of important modern chemi- 
cal transformation that are used in such 
schemes in emphasized. March. Snapper 

CH 532 Introduction to Macromolecular 
Chemistry (S: 3) 

An introduction to the organic and physical 
chemistry of large polymeric molecules. The syn- 
theses of these molecules via condensation, chain 
polymerization, and ring-opening will be covered, 



as well as, the structures and modifications of 
naturally occurring polymers. Physical properties 
such as mechanical and elastic behavior, solubil- 
ity, and solution thermodynamics will be dis- 
cussed. Finally, one lecture will touch upon the 
interface with chemical engineering in the scal- 
ing-up of chemical processes and also the inter- 
face with the world of chemical patent law 

Lloyd D. Taylor 

CH 551 Advanced Analytical Chemistry (S: 3) 

A consideration of modern instrumental 
methods of analysis, including atomic emis- 
sion and absorption, ultraviolet, visible, in- 
frared, and Raman spectrometry, 
fluorometry, x-ray methods, electroanalyti- 
cal methods (potentiometry, coulometry, 
voltammetry), and gas and liquid chroma- 
tography. James E. Anderson 

CH 555-556 Advanced Chemistry Laboratory* 
(F: 3-S: 3) 

This is a two-semester chemistry laboratory 
course designed primarily for juniors and seniors. 
Emphasis will be placed on developing the skills 
and techniques required to perform mod- 
ern chemical experiments. Interpretation 
and presentation of data will also be 
stressed. 

The laboratories will include experiments 
from thermodynamic, kinetic, spectroscopic, elec- 
trochemical, and chromatographic areas. In ad- 
dition, basic experimental techniques, experimen- 
tal design, safe laboratory practices, and identifi- 
cation and estimation of sources of error 
in measurements will be included in each 
experiment. 
Lab fee required. 

James E. Anderson 
David L. McFadden 

CH 561-562 Biochemistry (F: 3-S: 3) 

Prerequisite: CH 231-232 or equivalent 

A two-semester introductory-level 

course in Biochemistry. Topics in the first 
semester concentrate on protein structure 
and function; bioenergetics; kinetics and 
mechanisms of enzyme reactions; intermediary 
metabolism; control of metabolic pathways; and 
photosynthesis. Topics in the second semester 
concentrate on the structure of nucleic acids; re- 
combinant DNA technology; mechanisms of gene 
rearrangements; DNA replication; RNA synthe- 
sis and splicing; protein synthesis; control of gene 
expression; membrane transport; and hormone 
action. Experimental methods will also be dis- 
cussed as they relate to course topics and to the 
separate laboratory course (CH 563). 

Martha M. Teeter 
Larry W. McLaughlin 

CH 563 Experimental Biochemistry* (S: 3) 

Prerequisite: General Chemistry, Organic Chem- 
istry and Biochemistry 

A laboratory course intended to prepare 
students for research in the Biochemical 
Sciences. This course will concentrate on 
the isolation and characterization of pro- 
teins, enzymes, nucleic acids and lipids as 
well as recombinant DNA technology. 
State-of-the-art instrumentation will be 
used to this end in a laboratory especially designed 



for this course. A variety of experimental tech- 
niques will be used, including electrophoresis, 
chromatography, spectroscopy, and centrifuga- 
tion. As far as possible, data will be collected and 
analyzed directly by computer. 
Lab fee required Martha M. Teeter 

CH 570 Introduction to Biological Membranes 
(F:3) 

Course designed to cover 1) basic molecu- 
lar aspects of structure and surface chem- 
istry of lipids, including the organization and 
dynamics of lipid bilayers and biological 
membranes and the state of proteins in the 
membrane, and 2) functional aspects of 
biomembranes including diffusion and facili- 
tated or active transport across a bilayer 
(and the bioenergetic consequences), bio- 
genesis of membranes, and receptor-medi- 
ated interactions. 
Prerequisite: CH 561 Mary F. Roberts 

CH 575 Physical Chemistry I (F: 3) 

Prerequisites: 3 semesters of Calculus, 2 se- 
mesters of Physics, 2 semesters of Organic 
Chemistry 

This course covers the fundamental prin- 
ciples and applications of equilibrium ther- 
modynamics. 

Chemistry graduate students may register for 
this course only if they are advised to do so by the 
Department. Paul Davidovits 

CH 576 Physical Chemistry II (S: 3) 

Prerequisite: CH 575 

An introduction to the principles of reaction 
kinetics, kinetic molecular theory, and quantum 
mechanics of atoms and molecules. 

Chemistry graduate students may register for 
this course only if they are advised to do so by the 
Department. Yuh-kang Pan 

CH 582 Advanced Topics in Biochemistry (S: 3) 

A selection of current and important topics in 
Biochemistry will be examined. Students are ex- 
pected to have a basic understanding of the con- 
cepts developed in CH 561 and CH 562. Areas 
of interest will include (1) the modification of 
enzymes and their use in understanding structure 
and mechanism, (2) current aspects of nucleic 
acids structure and recognition and reactivity, (3) 
drug activity and development as it relates to mac- 
romolecular structure. 

Larry IV. McLaughlin 

CH 725 Physical Methods in Inorganic 
Chemistry (F: 3) 

Applications of group theory and spectroscopy to 
bonding and molecular structure. Also included 
are electronic and vibrational spectroscopy, mag- 
netic resonance, magnetic susceptibility, X-ray 
methods of structure determination and 
electrochemical techniques. 

Michael J. Clarke 

CH 799-800 Reading and Research* (F: 2 or 3-S: 2 
or 3) 

A course required of Ph.D. matriculants for each 
semester of research. 

The Department 



Graduate Arts and Sciences • Classical Studies • 2 3 



CH 801 Thesis Seminar* (F: 3-S: 3) 

A research problem, requiring a thorough litera- 
ture search and an original investigation under the 
guidance of a faculty member, for M.S. candi- 
dates. The Department 

CH 802 Thesis Direction* (F: 0-S: 0) 

A non-credit course for those who have received 
six credits for Thesis Seminar but who have not 
finished their thesis. This course must be regis- 
tered for and the continuation fee paid each se- 
mester until the thesis is completed. 

The Department 

CH 80S Departmental Seminar I (F: 1 ) 

Research seminars by leading scientists both from 
within the Department and from other institu- 
tions are presented on a regular (usually weekly) 
basis. William H. Armstrong 

CH 806 Departmental Seminar II (S: 1 ) 

A continuation of CH 805. 

William H. Armstrong 

CH 82 1 Inorganic Chemistry Seminar I (F: 3) 

A series of discussions of topics of current 
interest in inorganic chemistry with partici- 
pation by students and faculty members. 
Students will submit papers and give oral 
presentations of topics based on recent lit- 
erature in inorganic chemistry. Discussions 
of research in progress in the Department 
will be included. Occasionally visiting lecturers 
will also participate. 

Michael J. Clarke 

CH 822 Inorganic Chemistry Seminar II (S: 3) 

A continuation of CH 82 1 . Michael J. Clarke 
CH 861 Biochemistry Seminar I (F: 3) 

A series of discussions of topics of current inter- 
est in biochemistry with participation by students 
and faculty members. Students will submit papers 
and give oral presentations on selected topics. 
Discussions of current research in the De- 
partment will be included. 

Evan R. Kcintroivitz 

CH 862 Biochemistry Seminar II (S: 3) 

A continuation of CH 861. 

Evan R. Kantrowitz 

CH 871 Physical Chemistry Seminar I (F: 3) 

A series of discussions of topics of current 
interest in physical chemistry with partici- 
pation by students and faculty members. 
Students will submit papers and give oral 
presentations of topics based on recent lit- 
erature in physical chemistry. Discussions of re- 
search in progress in the Department will 
be included. 

Udayan Mohanty 

CH 872 Physical Chemistry Seminar II (S: 3) 

A continuation of CH 871. 

Udayan Mohanty 
CH 997 Master's Comprehensive (F, S: 0) 

Consists of a public, oral defense of the 
student's thesis research. The Department 

CH 998 Doctoral Comprehensive (F, S: 0) 

Consists of a series of cumulative written exami- 
nations which test the student's development in 
his or her major field of interest (organic, inor- 
ganic, analytical, physical, biochemistry) and criti- 



cal awareness and understanding of the current 
literature. Six of sixteen exams must be passed 
over a two-year period. The Department 

CH 999 Doctoral Continuation 

All students who have been admitted to candidacy 
for the Ph.D. degree are required to register and 
pay the fee for doctoral continuation during each 
semester of their candidacy. The Department 

Following is a list of other courses, offered by the 
Department on a non-periodic basis: 

CH 523 Organometallic Chemistry 

CH 53 1/544 Modern Methods in Organic 

Synthesis 

CH 535 Physical Organic Chemistry 
CH 539 NMR Spectroscopy 



CH 567 Protein Structure and Function 

CH 569 Enzyme Mechanisms 

CH 572 Quantum Chemistry and Spectroscopy 

CH 573 Quantum Chemistry and Molecular 

Structure 

CH 579 Modern Statistical Mechanics 

CH 672 Quantum Mechanics 

CH 738 Heterocycles 

CH 770 Advanced Physical Chemistry — 

Dynamics 

CH 83 1-832 Organic Chemistry Seminar 



Classical Studies 



FACULTY 

Dia M.L. Philippides, Professor; B.A., 
Radcliffe College; M.A., Boston College; M.A., 
Ph.D., Princeton University 

Charles F. Ahern, Jr., Associate Professor; Chair- 
person of the Department; B.A., Wesleyan Univer- 
sity; M.Phil., Ph.D., Yale University 

Eugene W. Bushala, Associate Professor; B.A., 
Wayne State University; M.A., Ph.D., Ohio State 
University 

David H. Gill, S.J. , Associate Professor-; B.A., M.A., 
Boston College; Ph.D., Harvard University; Lie. 
Theology, St. Georgen, Frankfurt-am-Main 

PROGRAM DESCRIPTION 

The Department grants an M.A. degree in 
Latin or Greek or in Latin and Greek. The 
degree can be obtained in either of two 
ways: 1) by thirty credits in course work, 2) by 
twenty-four credits in course work plus a thesis 
(with special permission). 

Requirements: Candidates for the de- 
gree are required to complete a departmen- 
tal reading list in either Latin or Greek au- 
thors, or both, depending on the type of 
degree sought. Comprehensive examina- 
tions will be written and oral, consisting of 
translations from the authors on the read- 
ing list, questions on the content of the 
candidate's course work, on the general his- 
tory of Latin and/or Greek literature, and 
on the thesis, if offered in partial fulfillment 
of the requirements. 

A student's modern language reading 
ability in French or German will be tested 
by the Department. 

The Department also offers courses in 
Modern Greek language, literature and cul- 
ture. These courses, listed in full in the 
undergraduate catalogue, do not regularly 
qualify as credits for an M.A. degree. 

It is sometimes possible, through prior 
agreement with the instructor, for a gradu- 
ate student in the Department to gain 



graduate credit for taking an undergraduate 
course. 

Incoming students can expect to find major 
Greek and Latin authors and genres taught on a 
regular basis; these include on the Greek side, 
Homer, lyric poets, 5th century dramatists 
(Aeschylus, Sophocles, Euripides, Aristophanes) 
the historians Herodotus and Thucydides, Plato, 
and 4th century orators; on the Latin side, they 
include Plautus and Terence, the late republican 
poets Catullus and Lucretius, Cicero, Augustan 
poetry (Virgil, Horace, elegy and Ovid), the his- 
torians Livy and Tacitus, and the novel. In the last 
two years the following specific courses have been 
offered: 

CL 3 2 Latin Patrology (F: 9 1 ) 
CL 323 Greek Patrology (S: 92) 
CL 328 Cicero and Friends (S: 92) 
CL 329 Ovid's Metamorphoses (F:91) 
CL333 Apuleius (F: 92) 
CL 3 36 Horace: The Odes (S: 92) 
CL 348 Catullus (F: 92) 
CL 353 Advanced Latin: Caesar (F: 91) 
CL 363 Aristophanes (S: 92) 
CL 3 70 Virgil's Georgics (F:9 1 ) 

CL 376 Advanced Reading: Ancient 
Greek Drama (F: 92) 

CL382 Herodotus (S: 93) 

CL 387 Advanced Readings in Ancient 
Greek: Euripides (F: 91) 

CL 425 The Annals of Tacitus (S: 93) 

CL 450 Roman Elegy (S: 93) 

COURSE OFFERINGS 

CL 010-01 1 Elementary Latin (F: 3-S: 3) 

This course will introduce the fundamentals of 
Latin grammar and vocabulary. The aim is to 
prepare a student to read simple Latin prose. 

Maria Kakavas 
Sister Mary Daniel O'Keeffe 

Joel Werthman 

CL 020-021 Elementary Ancient Greek 

(F: 3-S: 3) 

This course will introduce the fundamentals of 

ancient Greek grammar and vocabulary. The aim 
is to prepare a student to read something like 
Plato's Apology after a year's study. John Shea 



2 4 • Graduate Arts and Sciences • Classical Studies 



a 



CL 052-053 Intermediate Ancient Greek 

(F: 3-S: 3) 

A review of the essentials of Classical Attic gram- 
mar and a close reading of selections from Greek 
literature, normally Xenophon's Anabasis, Plato's 
Apology and/or Crito and Euripides' Medea. Spe- 
cial provision will be made to meet the needs of 
students of philosophy (e.g., more Plato) and the- 
ology (e.g., New Testament instead of classical 
authors). John Shea 

CL 056-057 Intermediate Latin (F: 3-S: 3) 

A thorough review of essential grammatical forms 
presented in Elementary Latin along with a close 
reading of an introductory selection of Roman 
prose and poetry. Eugene Bushala 

Kenneth Rothwell 
John Shea 

Joel Wertman 

CL060-061 Elementary Modern Greek 

An introduction to the study of Demotic Greek. 
This course will introduce the fundamentals of 
grammar and will focus on reading ability, oral 
comprehension, and oral expression. Class in- 
struction is supplemented by required laboratory 
work. Offered alternate years. Maria Kakavas 

CL 070-071 Intermediate Modern Greek 

F: 3-S:3) 

Prerequisite: Elementary Modern Greek. 

This second-year course in the Modern 
Greek language will enable the student to 
enjoy the reading of representative con- 
temporary writers such as Kazantzakis, 
Myrivilis, Seferis, Samarakis, Taktsis and 
Elytis. Offered alternate years. 

Maria Kakavas 

CL 202 Classical Greek Drama in Translation 

If : 3 > 

Selected plays from 5th century Attic drama, in- 
cluding Aeschylus' Oresteia trilogy, Sophocles' 
Antigone and Oedipus Rex, Euripides' Medea, 
Hippolytus and Bacchae, Aristophanes' Frogs and 
Lysistrata, will be read in English. Secondary read- 
ings, visual materials (videotapes of performances, 
and slides) and discussion will focus on the devel- 
opment of classical drama, the ancient theater, 
stagecraft, and contemporary society, including 
the roles of men and women and issues of justice, 
heroism and ethics. 

This course is of interest to students in 
the theater, English and other literatures 
influenced by the form and content of classical 
drama. 

For students of the Classics provision may be 
made for reading certain portions in Greek. 

Dia M.L. Philippides 

CL 270 Advanced Topics in Modern Greek 

A seminar introducing its participants to advanced 
methods of reading and research in Modern 
Cireek Studies, usually leading to the production 
of a term paper. 

The course may be repeated for credit as its 
content varies each time it is given. Offered al- 
ternate years. 

Dia M.L. Philippides 



CL 280 Currents in Modern Greek Literature 

(F: 3) 

A survey of highlights from Modern Greek litera- 
ture examining in each case, as appropriate, some 
of the following factors: the "Greekness" of the 
work, its debt to the Ancient (pagan) and Byzan- 
tine (Christian) tradition, the crosscurrents arriv- 
ing from East and West, the influence of contem- 
porary political, artistic, and societal conditions. 
Works to be studied might include: 
Martinengou's My Story, Vizyenos' My 
Mother's Sin, Myrivilis' Life in the Tomb, 
Kazantzakis' Zorba the Greek, poems of the 
Nobel prize-winning authors Seferis and 
Elytis, Kotzias' The Jaguar or Zei's Achil- 
les' Fiancee. 

The course is offered entirely in English, 
though it also forms an elective towards the 
Minor in Modern Greek Studies. No knowl- 
edge of the Modern Greek language is nec- 
essary, but provision may be made for 
those wishing to read certain texts in Greek. 
Offered alternate years. Dia M.L. Philippides 

CL 290 Computers and (Modern) Greek (S: 3) 

A new course that will introduce its participants 
to some of the ways in which the study of Greek 
may be enhanced through the use of the com- 
puter. In parallel, it will address some of the is- 
sues connected with using the computer for Greek 
that become problematic — in contrast with its 
more common use in languages using the En- 
glish/Latin alphabet — and attempt to suggest so- 
lutions. The course is expected to center on lan- 
guage and literature, with particular applications 
in research and publishing and possible extensions 
to education. This will be both a theoretical and 
an applied course as it will present for criticism 
studies already produced with the help of the 
computer, contrasting them with results achieved 
earlier 'by hand'. It will also encourage its partici- 
pants to enhance their own computer skills. 

This course will count as equivalent to "Ad- 
vanced Topics in Modern Greek", the most ad- 
vanced seminar for the Minor in Modern 
Greek Studies. It can be expanded to accommo- 
date advanced students of Ancient Greek too; this 
requires prior discussion with the instructor. 
Dia M.L. Philippides 

CL 308 Cicero's Orations (F:3) 

We will read Cicero's defenses of Caelius (who 
seduced Clodia from Catullus) and of Milo (who 
murdered Clodia's brother) and we will discuss 
political and historical aspects of these orations 
and analyze their rhetorical features. 

Kenneth Rothwell 

CL 320 (TH 423) Seminar in Latin Patrology 

(S:3) 

See course description under TH 423. 

Margaret Schatkin 

CL 323 (TH 425) Seminar in Greek Patrology 

( F:3 ) 

See course description under TH 425. 

Margaret Schatkin 



CL 325 Advanced Ancient Greek: Epic and 
Dramatic Verse Construction (F: 3) 

A new course that will combine reading of ancient 
Greek epic and dramatic texts with an overview 
of the secondary literature discussing their under- 
lying structures and the methods of composition. 
The course will center chiefly upon the dactylic 
hexameter of the Homeric epics and the iambic 
trimeter of 5th-century tragedy, though partici- 
pants may select other areas of focus for their own 
individual term papers. By reading related schol- 
arship and analyzing the ancient texts, we shall 
aim at pinpointing the features of meter and lan- 
guage that generally characterize the separate 
genres, or that may distinguish narrative from dia- 
logue and individually characterize particular 
speakers or types of scenes. The course will in- 
clude a study of attempts to identify stylistic traits 
particular to authors and the evidence for chro- 
nological development within a genre. 

This is our department's most advanced of- 
fering in Ancient Greek for the term, designed 
chiefly for undergraduate majors and graduate 
students. It might be possible for others 
lacking a thorough knowledge of ancient 
Greek to follow the course, but any re- 
quests should be made in person to the in- 
structor before signing up for the course. 

Dia M. L. Philippides 

CL 395 Caesar (S: 3) 

An extensive reading in Latin of a great Roman 
writer in the exciting narrative of Roman military 
expansion into Gaul, Britain, and Germany. 

Eugene W. Bushala 

CL 406 Virgil's Aeneid (F: 3) 

Close reading and discussion of Aeneid Book 6, 
Virgil's account of the underworld and the after- 
life, in the context of earlier eschatological litera- 
ture. Study of Virgil's language, meter, and style 
on the one hand, supplemented by readings about 
the afterlife in Homer, Plato, Cicero, and others; 
some of this material will be read in the 
original languages (as appropriate for indi- 
vidual students), some in English. The idea 
will be to explore Virgil's achievement 
against the background of pre-Christian 
conceptions of the nature and fate of the soul. 
Charles F. Ahern, Jr. 

CL 409 Lucretius (S:3) 

Reading in each of the six books of De Rerum 
Natara; study of Lucretius as poet and as Epicu- 
rean philosopher. 

John Shea 

CL 790-91 Readings and Research (F: 3-S: 3) 

Charles Ahem 

Eugene Bushala 

Dia M.L. Philippides 

Kenneth Rothwell 



Graduate Arts and Sciences 'Economics* 2 5 



C O N O M I C 



FACULTY 

RobertJ. McEwen, S.J., Professor Emeritus; A.B., 
Boston College; M.A.,Fordham University; Ph.L., 
S.T.L., Weston College; Ph.D., Boston College 

James E. Anderson, Professor; A.B., Oberlin 
College; Ph.D., University of Wisconsin 

Richard J. Arnott, Professor; B.S., Massachusetts 
Institute of Technology; M.A., M. Philosophy, 
Ph.D., Yale University 

David A. Belsley, Professor; A.B., Haverford 
College; Ph.D., Massachusetts Institute ofTech- 
nology 

Frank M. Gollop, Professor; A.B., University of 
Santa Clara; A.M., Ph.D., Harvard University 

Peter Gottschalk, Professor; B.A., M.A., George 
Washington University; Ph.D., University of 
Pennsylvania 

Marvin C. Kraus, Professor; B.S., Purdue Uni- 
versity; Ph.D., University of Minnesota 

William B. Neenan, S.J., Professor; A.B., A.M., 
S.T.L., St. Louis University; Ph.D., University of 
Michigan; Academic Vice President and Dean of 
Faculties 

Joe Peek, Professor; B.S., M.S., Oklahoma State 
University; Ph.D., Northwestern University 

Joseph F. Quinn, Professor, Chairperson of the 
Department; A.B., Amherst College; Ph.D., Mas- 
sachusetts Institute of Technology 

Donald K. Richter, Professor; B.A., M.A., Yale 
University; Ph.D., Massachusetts Institute of 
Technology 

Donald J. White, Professor, Dean, Graduate School 
of Arts and Sciences; B.S., Boston College; A.M., 
Ph.D., Harvard University 

Christopher F. Baum, Associate Professor; A.B., 
Kalamazoo College; A.M., Florida Atlantic Uni- 
versity; Ph.D., University of Michigan 

Donald Cox, Associate Professor; B.S., Boston 
College; M.S., Ph.D., Brown University 

Francis M. McLaughlin, Associate Professor, As- 
sistant Chairperson of the Department; B.S., A.M., 
Boston College; Ph.D., Massachusetts Institute 
of Technology 

Robert G. Murphy, Associate Professor; B.A., 
Williams College; Ph.D., Massachusetts Insti- 
tute of Technology 

Harold A. Petersen, Associate Professor; A.B., 
DePauw University; Ph.D., Brown University 

Stephen Polasky, Associate Professor; B.A., Will- 
iams College; M.A., London School of Econom- 
ics; Ph.D., University of Michigan 

Fabio Schiantarelli, Associate Professor; B.S., 
Bocconi University, Italy; M.S., Ph.D., London 
School of Economics 



Richard W. Tresch, Associate Profes- 
sor; A.B., Williams College; Ph.D., Massa- 
chusetts Institute of Technology 

Leonardo Felli, Assistant Professor; 
Laurea, Universita De Gli Studi Di Trieste; 
Ph.D., Massachusetts Institute of Technol- 
ogy 

Jane Marrinan, Assistant Professor; B.A., 
DePaul University; Ph.D., University of Min- 
nesota 

E. Scott Mayfield, Assistant Professor; 
B.A., Williams College; Ph.D., University of 
Pennsylvania 

Toni M. Whited, Assistant Professor; 
B.A., University of Oregon; M.A., Ph.D., 
Princeton University 

Chong-en Bai, Instructor; B.S., China 
University; M.S. Institute of Mathematics, 
Ph.D., University of California 

PROGRAM DESCRIPTION 

The graduate program in Economics is ori- 
ented primarily toward full-time students 
who are seeking a Ph.D. A limited number 
of students are also accepted to the M.A. 
program, which may be undertaken on ei- 
ther a part-time or full-time basis, and in 
rare cases, applicants are accepted as part- 
time students in the Ph.D. program. 

The Ph.D. Program 

The doctoral program is designed to train 
economists for careers in teaching or re- 
search by providing strong backgrounds in 
economic theory, quantitative research 
methods, and applied fields. Requirements 
for the Ph.D. include a minimum of eighteen 
courses, comprehensive examinations, a 
one-year residence requirement, and a the- 
sis. 

In the first year of the doctoral program 
students are usually required to take two 
semesters of Micro Theory (EC 700, 701), 
two semesters of Macro Theory (EC 703, 
704), two semesters of Mathematics for 
Economists (EC 711, 712), one semester 
of Statistics (EC 727), and one semester 
of Econometrics (EC 728). The first semes- 
ter of each theory sequence provides an in- 
tuitive bridge to theoretical concepts, as 
well as an introduction to the mathematical for- 
mulation of economic concepts. This prepares the 
student for the standard mathematical graduate 
approach, which characterizes the second term. 
Students who enter with equivalent prior back- 
ground may be exempted from Mathematics for 
Economists, Statistics, or the first semester of 
Micro or Macro, however, at the discretion of the 
Director of Graduate Studies. Those stu- 
dents who are exempted from some first- 
year courses are expected to elect addi- 



tional courses from those listed up to a 
total of four courses each semester. 

In the second year, students complete 
a third semester each of Micro (EC 702) and 
Macro Theory (EC 705), take a course in 
Applied Econometrics (EC 729), and take 
courses from a wide range of electives. 
These include advanced micro theory, 
econometric theory, applied econometrics, 
monetary economics, public finance, indus- 
trial organization, international trade and 
finance, urban economics, labor economics, 
and finance. Students may also take inde- 
pendent study and, subject to departmen- 
tal approval, may take courses in other de- 
partments of Boston College, or at Boston 
University, Tufts, or Brandeis. 

Comprehensive examinations are given in 
January and May of each year. All students must 
pass written comprehensives in micro 
theory and macro theory by May of their 
third year. Field comprehensives must be 
passed in two fields from those listed 
above. 

Total course requirements for the Ph.D. in- 
clude eighteen courses, minus any that may 
be waived by examination. Students in the 
doctoral program must maintain a B+ av- 
erage in their course work and make satis- 
factory progress toward the completion of 
a dissertation to remain in good standing. 

The M.A. Program 

The M.A. program in Economics is designed 
to train people for careers as research 
economists in business or government. It 
is aimed at students who qualify, by virtue 
of both interest and aptitude, for a sophis- 
ticated program in quantitative economic 
analysis but who do not wish to make the 
time commitment required of a Ph.D. 

Requirements for the M.A. degree in- 
clude the satisfactory completion of ten 
courses and a written comprehensive ex- 
amination in macro theory, micro theory, 
and econometrics. The ten courses will 
generally include two semesters each of Mi- 
cro Theory (EC 700-701) and Macro 
Theory (EC 703-704); one semester each 
of Mathematics for Economists (EC 711); 
Statistics (EC 727); Econometrics (EC 
728); and three electives. 

The M.A. program is offered as a self- 
contained program, but the M.A. degree will 
also be awarded, upon request, to Ph.D. 
students who meet the M.A. requirements 
in the course of the doctoral work, and pass 
their theory comprehensive examinations. 

Admissions Information 

Students who are quite sure they wish to pursue 
a Ph.D. should apply for admission directly to the 
Ph.D. program and not to the M.A. program. Re- 
quirements for admission are at the same level for 
both programs, and students who are admitted to 
one may usually transfer, given satisfactory per- 
formance, to the other. Financial aid is available 
only to full-time students in the Ph.D. program. 
Requests for further information or for 
application forms for admission should be 
addressed to the Committee on Admis- 



26 • Graduate Arts and Sciences • Economics 



sions, Economics Department, Boston Col- 
lege, Chestnut Hill, MA, 02167. Applicants 
are required to submit college transcripts, 
three letters of recommendation, a state- 
ment of purpose, and scores from the 
Graduate Record Examination's quantita- 
tive, verbal, and analytical tests. Ph.D. ap- 
plicants interested in financial assistance 
awarded by the Department of Economics 
should ensure that their applications are 
completed by iVIarch 15. Applications com- 
pleted beyond that date will be considered 
but will be subject to reduced chances of 
financial aid awards. M.A. students are not 
eligible for this type of financial assistance. 

COURSE OFFERINGS 

EC 700 Microeconomic Theory I (F: 3) 

This course discusses basic geometric and 
mathematical models of consumer behav- 
ior, firm behavior and market structure. An 
emphasis is placed on the application of 
these concepts to policy issues. 

David Belsley 

EC 701 Microeconomic Theory II (S: 3) 

Prerequisite: EC 700 or its equivalent. 

Topics in consumer and producer theory; de- 
centralization of economic decision making; gen- 
eral equilibrium theory and welfare economics. 

Marvin Kraus 
Richard Arnott 

EC 702 Microeconomic Theory III (F: 3) 

Prerequisite: EC 700 and 701 or their 
equivalent 

The first half of the course is an introduction 
to non-cooperative game theory with applications 
to oligopoly theory, bargaining, and signalling 
games. The second part of the course covers top- 
ics in information and mechanism design. Top- 
ics covered will include adverse selection, moral 
hazard, Arrow's impossibility theorem and social 
choice. Chong-en Bai 

EC 703 Macroeconomic Theory I (F: 3) 

A thorough treatment of the basic 
Keynesian and classical models. This course 
considers the determination of output, in- 
terest rates and prices by using basic 
graphical and mathematical approaches. 

Joe Peek 
Robert Murphy 

EC 704 Macroeconomic Theory II (S: 3) 

Prerequisite: EC 703 or its equivalent 

This course presents an in-depth analysis of 
the components of aggregate demand and 
financial markets. Particular emphasis is placed on 
the empirical application of relevant theories. 

Robert G. Murphy 
Fabio Schiantarelli 

EC 705 Macroeconomic Theory III (F: 3) 

Prerequisite: EC 703 and 704 or their 
equivalent 

This course develops two important 
macro-economic frameworks: the infinitely- 
lived representative agent framework and 
the overlapping generations framework. 
These frameworks share the common fea- 
tures of general equilibrium interaction 



among markets and intertemporal optimization. 
The frameworks are used to study the cyclical 
fluctuations of the macroeconomy and the role for 
government policy. Emphasis is placed on theo- 
retical aspects, although relevant empirical work 
will often be introduced. 

E. Scott May field 

EC 71 1 Mathematics for Economists (F: 3) 

This course will cover the following topics: 1) 
Differential calculus — limits, partial derivatives, 
jacobians, differentials, maxima and minima of 
functions of several variables, Lagrange multipli- 
ers, implicit function theorem, envelope theorem; 
2) Elementary economic applications — compara- 
tive static analysis, dual approach to economic 
theory. Chong-en Bai 

EC 712 Mathematics for Economists II (S: 3) 

Prerequisite: EC 711 and 727 or their 
equivalent 

Maximization subject to inequality con- 
straints; difference equations; introduction 
to stochastic processes; differential equa- 
tions; introduction to dynamic optimization. 

E. Scott Mayfield 

EC 727 Statistics (F: 3) 

This course presents the statistical back- 
ground required as an introduction to the 
study of econometrics: probability, sam- 
pling distributions, statistical problems of 
point and interval estimation and hypoth- 
esis testing. Jane Marrinan 

EC 728 Econometric Theory and Methods (S: 3) 

Prerequisite: EC 711 and 727 or their 
equivalent 

This course develops the basic tools of esti- 
mation for linear economic models. The major 
concerns include simple and multiple linear re- 
gression, hypothesis testing for simple and joint 
hypotheses, linear restrictions, dummy variables, 
analysis of covariance, generalized least squares, 
and instrumental variables. The elements of ma- 
trix algebra are reviewed, and an introduction to 
simultaneous equations methods is given. 

Christopher F. Baimi 

EC 729 Applied Econometrics I (S: 3) 

Prerequisites: EC 727-728 or their equiva- 
lent. 

This course presents a set of selected topics 
in applied econometrics. These include pooled 
cross section time series models, limited depen- 
dent variable estimation techniques, varying pa- 
rameter regression models, mixed estimation, and 
nonlinear statistical models. The emphasis is 
placed upon practice, with exercises drawn from 
several large research data sets, utilizing a variety 
of econometric computer software. The course is 
of special interest to the student embarking on 
his/her dissertation research. 

Christopher F. Baum 

EC 808 Advanced Micro Theory I 

This course will cover topics of the instructor's 
interest in advanced microeconomic theory. A 
recent offering focused on the areas of game 
theory (normal and extensive form), (imperfect) 
information theory, and bargaining theory, with 
a strong interest in applications to current prob- 
lems in economics. The exact course content will 



vary from term to term and will depend upon the 
interests of the students and the professor. 

Chong-en Bai 

EC 809 Advanced Micro Theory II 

This course will cover topics of the 
instructor's interest in advanced 

microeconomic theory. The exact course content 
will vary from term to term and will depend upon 
the interests of the students and the professor. 
Not offered 1993-94 The Department 

EC 827 Econometric Theory I (F: 3) 

This course provides an introduction to the 
basic tools and theory of econometrics. 
Relevant matrix algebra and multivariate 
distribution theory are developed and ap- 
plied to the traditional linear regression 
model and its extensions. Autocorrelation, 
errors in variables and other single equation 
problems will be discussed in this context. 

David Belsley 

EC 828 Econometric Theory II (S: 3) 

Prerequisite: EC 827 

This course is a continuation of material of EC 
827. A development of estimation in the general 
stochastic model and in systems of simultaneous 
linear equations. 

David Belsley 

EC 829 Applied Econometrics II (S: 3) 

Prerequisite: EC 728 (or equivalent) and EC 
704 

This course covers major advances in 
time series analysis. In addition to univariate 
and multivariate models for stationary time 
series, it addresses the issues of unit roots 
and cointegration. The Kalman Filter and 
time series models of heteroskedasticity 
are also discussed. The course stresses the 
application of technical tools to economic issues, 
including testing money-income causality, stock 
market efficiency, the life-cycle model and the 
sources of business cycle fluctuations. 

Fabio Schiantarelli 

EC 830 Applied Econometrics III (F: 3) 

Prerequisite: EC 728 (or equivalent) and EC 
729. 

This course covers major advances in 
microeconometrics. The course will present 
developments in estimating models with 
limited dependent variables, random and fixed 
effects models and duration models. 

Peter Gottschalk 

EC 831 Topics in Econometrics 

Selected topics in advanced econometric 
theory and methods. Not offered 1993-94 

The Department 

EC 853 Industrial Organization I (F: 3) 

Introduction to modern Industrial Organization 
theory. Topics will include, as time permits, the 
game theoretic approach to oligopoly theory, 
theories of barriers to entry, predatory pricing, 
R&D competition and applications to trade 
theory. Not offered 1993-94 

The Department 



Graduate Arts and Sciences • Economics • 2 7 



EC 854 Industrial Organization II (S: 3) 

Economic analysis of antitrust and regulatory 
policies. Review of modern antitrust policy in- 
cluding a study of major cases and the economics 
literature commenting on antitrust policy, analy- 
sis of the genesis of regulation, peak-load pricing, 
optimal departures from marginal cost pricing, 
automatic adjustment clauses, and the empirical 
evidence regarding regulation-induced inefficien- 
cies, investigation of the special problems of regu- 
latory reform and deregulation in particular in- 
dustries. Not offered 1993-94 

Frank M. Gollop 

EC 861 Monetary Economics I (F: 3) 

This course will examine the standard issues 
in advanced macroeconomics and monetary 
theory, placing particular emphasis on the 
role of inside money (credit) and the cru- 
cial role of information in the functioning of 
modern economies. Topics to be covered 
include the role of national debt and 
intergenerational allocation, inflation 

finance and optimal seignoirage, sunspot 
theory, and the effect of information partitions on 
economic efficiency. 

E. Scott Mayfield 
Robert Murphy 

EC 862 Monetary Economics II (S: 3) 

This course considers various topics in 
monetary theory and policy with a particu- 
lar emphasis on empirical applications. Not 
offered 1993-94 

Robert Murphy 
Joe Peek 

EC 865 Public Sector Economics I (S: 3) 

This course covers most of the traditional topics 
in this subject: welfare economics, market failure 
and rationales for government intervention, the 
theory of tax policy and tax structure, the positive 



effects of taxation on labor supply, on 
intertemporal decisions, and on risk-taking, tax 
incidence, taxation and growth, and normative, 
second-best tax and public expenditure theory, 
including cost-benefit analysis and public enter- 
prise pricing. Not offered 1 993-94 

Richard Tresch 

EC 866 Public Sector Economics II 

This course emphasizes problems of collec- 
tive decision-making under complete and in- 
complete information. Topics include 
Arrow's Impossibility Theorem, the "new" 
political economy, an introduction to 
mechanism design with special emphasis on 
demand-revealing mechanisms for public 
goods, voluntary provision of public goods, 
and the regulation of externalities. 

Richard Arnott 

EC 871 Theory of International Trade (S: 3) 

Emphasis on the structure of general equi- 
librium, welfare and commercial policy 
propositions, and the foundations of com- 
parative advantage. The course also cov- 
ers imperfect competition and uncertainty. 

James E. Anderson 

EC 872 International Finance (F: 3) 

Analysis of macroeconomic adjustment in open 
economies, with attention to foreign exchange 
markets, balance of payments, and the interna- 
tional monetary system. 

Robert G. Murphy 

EC 885 Analysis of Labor Markets 

A comprehensive microeconomic approach to 
wage theory and the theory of labor markets fo- 
cusing on labor supply, household production, 
marginal productivity, human capital, search dis- 
crimination, and dual labor market theories. 
Heavy emphasis on specification and estimation 
of empirical models. Not offered 1993-94 

Peter Gottschalk 



EC 886 Current Topics in Labor Economics (F: 3} 

This course covers topics of current interest in 
labor economics. Examples include analysis of 
life-cycle consumer behavior estimation tech- 
niques applied to survey microdata, mini- 
mum wage legislation, agency problems, in- 
formational economics and 
intergenerational transfers. Both theoretical and 
empirical issues are investigated. 
Not offered 1 993-94 Donald Cox 

EC 893 Urban Economics I (S: 3) 

This course covers basic urban economic 
theory — spatial economics, housing, trans- 
portation, and local public finance. 
Nor offered 1993-94 Richard Arnott 

Marvin Kraus 

EC 894 Urban Economics II 

This course covers a selection of more ad- 
vanced topics in urban economic theory — 
agglomeration, systems of cities, non- 
monocentric cities, non-competitive mod- 
els of housing, transportation and the 
theory of the second-best, and the economics of 
downtown parking. 
Not offered 1 993-94 Richard Arnott 

EC 999 Doctoral Continuation 

All students who have been admitted to candidacy 
for the Ph.D. degree are required to register for 
doctoral continuation during each semester of 
their candidacy whether or not they remain in 
residence. 



28 • Gradi/ate Arts and Sciences • Education 



D U C A T I O N 



FACULTY 

Francis J. Kelly, Professor Emeritus; 
A.B., Boston College; A.M., Columbia Uni- 
versity; D.Ed., Harvard University 

Mary T. Kinnane, Professor Emeritus; 
A.B., H.Dip.Ed., Liverpool University; A.M., 
University of Kansas; Ph.D., Boston College 

Pierre Lambert, Professor Emeritus; 
B.S., M.Ed., Boston College; Ph.D., State 
University of Iowa 

Vincent C. Nuccio, Professor Emeritus; A.B., 
Boston College; M.E., D.Ed., Cornell University 

Edward J. Power, Professor Emeritus; B.A., St. 
John's University; M.S.Ed., Ph.D., University of 
Notre Dame 

Irving Hurwitz, Associate Professor Emeritus; A. B . ; 
Ph.D., Clark University 

Fredjohn Pula, Associate Professor Emeritus; A.B., 
M.B.A., M.Ed., University of Massachusetts; 
Ed.D., Boston University 

Peter W. Airasian, Professor; A.B., Harvard Uni- 
versity; A.M., Ph.D., University of Chicago 

Albert Beaton, Professor; B.S., State Teacher's 
College at Boston; M.Ed., Ed.D., Harvard Uni- 
versity 

Mary M. Brabeck, Professor; Associate Dean; B.A., 
University of Minnesota; M.S., St. Cloud State 
University; Ph.D., University of Minnesota 

M. Beth Casey, Professor; A.B., University of 
Michigan; A.M., Ph.D., Brown University 

John S. Dacey, Professor; A.B., Harpur College; 
M.F.d., Ph.D., Cornell University 

William K Ki I pat rick, Professor; B.S., Holy Cross 
College; A.M., Harvard University; Ph.D., 
Purdue University 

George T. Ladd, Professor; B.S., State 
University College at Oswego, New York; 
M.A.T., D.Ed., Indiana University 

George F. Madaus, Boisi Professor; B.S., College 
of the Holy Cross; M.Ed., State College of 
Worcester; D.Ed., Boston College 

Ronald L. Nuttall, Professor; A.B., A.M., 
Ph.D., Harvard University 

Diana C. Pullin, Professor and Dean; 
B.A., Grinnell College; M.A., J.D., Ph.D., The 
University of Iowa 

John Savage, Professor; A.B., Iona College; Ed.D., 
Boston University 

John F. Traversjr., Professor; B.S., M.Ed., Ph.D., 
Boston College 

Lillian Buckley, Associate Professor; B.S., 
Framingham State College; Ed.M., Ed. D., Bos- 
ton University 



Mary D. Griffin, Associate Professor; B.A., 
Mundelein; M.A., Ph.D., University of Chicago 

Walter M. Haney, Associate Professor; B.S., Michi- 
gan State University; Ed.M., Ed.D., Harvard 
University 

Richard M. Jackson, Associate Professor; A.B., 
American International College; Ed.M., Harvard 
University; Ed.D., Columbia University 

John A. Jensen, Associate Professor; A.B., Cornell 
University; A.M., Ed.D., University of Rochester 

Joan C. Jones, Associate Professor; B.S., North- 
west Missouri State Teachers College; M.Ed., 
University of Missouri; Ed.D., Boston University 

John B. Junkala, Associate Professor; B.S., State 
College of Fitchburg; M.Ed., Boston University; 
D.Ed., Syracuse University 

Maureen E. Kenny, Associate Professor; B.A., 
Brown University; Ph.D., University of Pennsyl- 
vania 

Larry Ludlow, Associate Professor; B.A., M.A., 
California State University; Ph.D., University of 
Chicago 

M. Brinton Lykes, Associate Professor; 
B.A., Hollins College; M.Div., Harvard Univer- 
sity; Ph.D., Boston College 

Lea McGee, Associate Professor; B.S., Miami Uni- 
versity; M.A., Old Dominion University; Ed.D., 
Virginia Tech 

Jean Mooney, Associate Professor; A.B., Smith 
College; A.M., Stanford University; Ph.D., Bos- 
ton College 

Bernard A. O'Brien, Associate Professor; A.B., 
Boston College; A.M., Ph.D., Catholic Univer- 
sity of America 

Alec F. Peck, Associate Professor; B.A., University 
of San Francisco; M.S., Ph.D., Pennsylvania State 
University 

Michael Schiro, Associate Professor; B.S., Tufts 
University; M.A.T., D.Ed., Harvard University 

Charles F. Smith, Jr., Associate Professor; B.S.Ed., 
BowlingGreen State University; M.S., Kent State 
University; C.A.S., Harvard University; Ed.D., 
Michigan State University 

Edward B. Smith, Associate Professor; 
A.B., M.A., Loyola University; Ph.D., Univer- 
sity of Chicago 

Mary Walsh, Associate Professor; B.A., 
Catholic University; M.A., Ph.D., Clark Uni- 
versity 

Kenneth W. Wegner, Associate Profes- 
sor; B.S., M.Ed., Ed.D., University of Kansas 

Ted I.K. Youn, Associate Professor; 
B.A., Denison University; M.A., M.Phil., Ph.D., 
Yale University 



Philip DiMattia, Adjunct Associate Professor; B.S., 
M.Ed., Ph.D., Boston College 

Karen Arnold, Assistant Professor; B.A., B.Mus., 
Oberlin College; M.A., Ph.D., University of Illi- 
nois 

Thomas Bidell, Assistant Professor; B.A., M.A., 
University of New Mexico; Ed.D, Harvard Uni- 
versity 

Martha Bronson, Assistant Professor; B.A., Bos- 
ton University; Ed.M., Ed.D., Harvard Univer- 
sity 

Sandra L. Crump, Assistant Professor; B.A., 
Northeasten University; M.Ed., Ph.D., Boston 
College 

Kilburn E. Culley, Assistant Professor; A. B . , Tu fts 
University; Ed.M., Boston University; Ph.D., 
Boston College 

Ralph Edwards, Assistant Professor; B.A., City 
College of New York; M.A., Bank Street College; 
Ed.D., Harvard University 

Penny Hauser-Cram, Assistant Professor; B.S., 
Denison University; M.A., Tufts University; 
Ed.D., Harvard University 

Jay T. King, Assistant Professor; B.S., Union Col- 
lege; M.Ed., Tufts University; Ph.D., University 
of Rhode Island 

James R. Mahalik, Assistant Professor; B.S., M.A., 
Ph.D., University of Maryland 

Donna Moilanen, Assistant Professor; B.S., Uni- 
versity of Massachusetts; M.A., Assumption; 
Ph.D., SUNY at Albany 

JosephM. O'Keefe, S.J.,Assista?it Professor; B.A., 
College of the Holy Cross; M.A., Fordham Uni- 
versity; M.Div., STL, Weston School of Theol- 
ogy; M.Ed., Ed.D., Harvard University 

Theresa Powell, Assistant Professor; Diploma, 
Posse School of Physical Education; B.S., Ed.D., 
Boston University 

Elizabeth Sparks, Assistant Professor; B.A., 
Welleseley College; M.Ed., Columbia Univer- 
sity; Ph.D., Boston College 

Polly Ulichny, Assistant Professor; B.A., 
University of Wisconsin; M.Ed., Boston Uni- 
versity; Ed.D., Harvard University 



Graduate Arts and Scif.nc :fs • F.di ( :.vi k >x • 2 9 



PROGRAM DESCRIPTION 

Department Policies and Procedures 
Admission 

Application Procedure for Degree Programs 

Please refer to the University section and to 
the Graduate School of Arts and Sciences section 
of this catalog for complete information re- 
garding admissions and financial aid. 

Information and materials about gradu- 
ate programs may be obtained from the 
Graduate Admissions Office in Education. All 
application materials, however, must be 
submitted to the Graduate School of Arts 
and Sciences, Admissions Office, McGuinn 
Hall, Room 221, Boston College, Chestnut 
Hill, MA 02167. Applications are forwarded 
by the Graduate School to the Department 
of Education for review. The Department 
notifies accepted students of advisors, pro- 
cedures, and necessary information regard- 
ing the program of study. Official notifica- 
tion of acceptance is sent by the Director 
of Admissions and Financial Aid in the 
Graduate School of Arts and Sciences. Upon 
acceptance, students are required to make 
a non-refundable deposit of $100 which is 
credited toward their first semester of tu- 
ition. 

A completed application consists of 

• Application Forms 1 and 2 

• Resume 

• Statement of Future Goals: The 
statement should be submitted in the form 
of an essay which communicates both aca- 
demic and professional goals. The length of 
the essay is determined by the applicant but is usu- 
ally two to three pages. 

• Letters of Recommendation: Two letters are 
required for Master's programs. Three letters are 
required for doctoral programs. At least two of the 
letters of recommendation should be academic. 
Professional recommendations are often appro- 
priate, especially for applicants to doctoral pro- 
grams, and may be submitted in addition to, but 
not in lieu of, the academic references. The doc- 
toral program in Counseling Psychology requires 
that at least one letter of recommendation be 
written by a clinical supervisor. 

• Official College Transcripts: Please note that 
transcripts issued to the student, even though 
stamped by the registrar, are not considered offi- 
cial. Transcripts must be submitted in sealed en- 
velopes with the registrar's stamp affixed to the 
seal of the envelope. 

• Test Scores: (MAT scores are reported to our 
office 2 to 3 weeks after the exam is taken; GRE's 
are reported in 4 to 6 weeks.) A new computer- 
based GRE is now available on a more flexible 
schedule. Scores from this version of the exami- 
nation are often reported in two weeks. Please call 
the Educational Testing Service in Princeton, 
New Jersey, for more information. 



Master's: The Master of Arts in Counseling Psy- 
chology and the Master of Science in Teaching 
Mathematics require GRE scores. All other 
Master's programs accept either the GRE or 
Miller Analogy Test. 

Doctoral: The Ph.D. program in Counseling 
Psychology requires the GRE score (quantitative, 
verbal and analytic) only. No subject test is re- 
quired. All other doctoral programs require both 
the GRE and MAT scores. 

Deferral of Admission 

Admission may be deferred for up to one 
year. In order to qualify for deferral, the 
student must notify the following two of- 
fices in writing: 

Graduate Admissions Office 
Department of Education 
Campion Hall, Room 103 
Boston College 
Chestnut Hill, MA 02 167 

Graduate School of Arts and Sciences 
McGuinn Hall, Room 221 
Boston College 
Chestnut Hill, MA 02 167 

Prior to the semester in which the stu- 
dent matriculates, a letter must be sent to 
the Graduate Admissions Office in Educa- 
tion indicating the intent to matriculate. A 
copy of the letter and a non-refundable 
deposit of $100 to be credited toward the 
first semester of study must be sent to the 
Graduate School of Arts and Sciences. If the 
student intends to matriculate in the fall se- 
mester, the letter and deposit are due by 
April 1. If matriculation will take place in the 
spring semester, the letter and deposit are 
due by November 1. 

Because of the great volume of applica- 
tions received each year by the Department 
of Education, there can be no assurances 
of deferred admission unless the above procedure 
is followed. 

Time Guidelines for Filing Applications 

In the Department of Education, some pro- 
grams admit students on a rolling admissions ba- 
sis. Most programs, however, have fixed deadlines. 
Please consult the following guidelines to deter- 
mine the dates associated with the program to 
which you will apply. 

Programs in Counseling, Developmental 
Psychology and Research Methods 

Applicants to the doctoral program in Coun- 
seling Psychology must complete applications by 
January 1 for fall admission. 

Applicants to the master's program in 
Counseling must complete applications by 
February 1 for fall admission. 

Applicants to all other programs in Develop- 
mental and Educational Psychology and Educa- 
tional Research, Measurement and Evaluation 
must complete applications by November 15 for 
spring admission and March 1 5 for fall admission. 



Doctoral Programs in Curriculum, 
Administration, and Special Education 

Applicants to doctoral programs in the De- 
partment of Curriculum, Administration, and 
Special Education must complete applications by 
March 15. The committee reviews doctoral ap- 
plications to programs in this department in 
March. These programs include Higher Educa- 
tion Administration, School Administration and 
Curriculum and Instruction. 

All Other Programs 

Applicants to all other programs in Education 
are considered on a rolling admissions basis and 
are asked to complete applications by November 
1 5 if they wish to be considered for spring admis- 
sion and by April 1 5 if they wish to be considered 
for fall admission. This will assure a timely review 
and notification. Applications will be accepted 
and reviewed after these dates, but cannot be 
assured a decision prior to the start of the 
semester of desired entry. 

Special Students (non-degree status) 

Students who hold a baccalaureate degree and 
wish to take graduate-level courses in Education 
outside of a degree program may do so as a spe- 
cial student in the Department of Education. This 
is a non-degree status involving no deter- 
mination about subsequent admittance to 
our degree programs, but it is often used 
as a means of exploring an interest in a 
given area. 

Application Procedure for Special Students 

A formal Special Student application, includ- 
ing official academic transcripts, must be com- 
pleted prior to registration for classes. After you 
have submitted your application to the Graduate 
School of Arts and Sciences, McGuinn Hall, 
Room 221, please request that an official copy of 
your undergraduate/graduate transcript be 
mailed directly from your college or univer- 
sity to the Graduate School of Arts and Sciences. 
The transcript must be received by the Graduate 
School by the first day of classes. Registration will 
not be permitted if the application is not com- 
plete. Please consult the Academic Calendar in 
the back of this Catalog to determine when classes 
begin. 

Although there is no limit on the num- 
ber of courses a special student may take 
outside of a degree program, no more than 
four (4) of these courses, if appropriate, 
may be applied toward a degree program 
in the Department of Education. Courses 
taken as a special student are transferable 
only after official acceptance into a degree pro- 
gram, and with the consent of an advisor. 

If you are interested in applying to a degree 
program (after taking courses as a special student), 
please contact the Department of Education 
Graduate Admissions Office for necessary infor- 
mation and application materials. 



3 • Graduate Arts and Sciences • Education 



Registration Information and Course 
Restrictions for Special Students 

Please note that certain restrictions apply to 
courses available to special students. Coursework 
associated with teacher certification or counsel- 
ing psychology licensure (including practicum 
coursework) are reserved for degree students in 
these programs. If a student wishes to become 
certified, he or she must gain admittance 
to a Master's program in the desired area 
of certification. Other courses are restricted 
each semester in order to maintain class 
size. Please come to the Graduate Admis- 
sions Office in the Department of Education 
prior to registration each semester to ob- 
tain a listing of restricted courses. Special 
student course registration forms must be 
signed by the Graduate Admissions Officer 
in Education, Campion Hall, Room 103. 
Unsigned forms will not be processed by the 
Registrar. 

Financial Aid 

For a full description of available financial 
aid, please refer to the University section 
and to information in the Graduate School 
of Arts and Sciences section of this Cata- 
log. A variety of fellowships, assistantships, 
grant funding, and awards are available to 
students in master's and doctoral programs 
in Education. Graduate assistantships, par- 
ticularly for students pursuing doctoral or 
C.A.E.S. programs, are perhaps the most 
common forms of aid. However, several 
other aid programs are specifically designed 
for students in Education. 

The Donovan Teaching Scholars program 
was established in 1991 to identify and support 
highly qualified students entering the teaching 
profession through one of our graduate certifica- 
tion programs. The program was created in honor 
of Rev. Charles F. Donovan, S.J. founding 
dean of the School of Education, whose 
concern for excellence in scholarship and 
teaching formed the basis of the Boston 
College tradition of teacher preparation. It 
is designed to prepare students from a variety of 
liberal arts and sciences backgrounds and requires 
no previous coursework in education. In addition 
to regular financial assistance available to all 
graduate students, a special award covering one 
third of tuition costs is offered to all Donovan 
Scholars. 

The Teacher Education Award for Minor- 
ity Students is a scholarship which offers 
varying amounts of tuition remission to aca- 
demically talented American minority stu- 
dents pursuing master's level teaching pro- 
grams. Some scholarship recipients are new 
to the teaching profession, while others are 
veteran teachers with extensive histories of 
service in the classroom. The program be- 
gan in 1990 as an avenue for Boston Col- 
lege to address the critical shortage of African 
American, I lispanic, Asian, and Native American 
teachers in the nation. 

The Graduate School also sponsors several 
full-tuition fellowships with stipends of up to 
$ 1 1 ,000 per year, specifically for American minor- 



ity group students in Education doctoral pro- 
grams. 

Applications mailed from the Graduate Ad- 
missions Office in Education include a special 
application for departmental assistantships. This 
application is returned with the admissions appli- 
cation and is kept with the file as it passes through 
the review process. If a favorable recom- 
mendation for admission is granted, the 
assistantship application is removed from 
the file and placed in a central holding file 
which is examined regularly by faculty and 
administrators who are seeking graduate 
assistants. You will be contacted for an in- 
terview if your application has been se- 
lected for consideration. 

Course Meeting Times 

With some exceptions, graduate courses in the 
Department of Education meet in the evening, in 
two time periods: 4:30 to 6:15 and 6:30 to 8:15. 

Center for the Study of Testing, 
Evaluation and Educational Policy 

In July of 1980, the Center for the Study of 
Testing, Evaluation, and Educational Policy was 
established to meet the measurement, re- 
search, and evaluation needs of local edu- 
cation agencies as well as those of govern- 
ment agencies, private foundations, and 
private corporations. The mission of 
CSTEEP is to advance the study of educa- 
tional testing, evaluation, and policy so as 
to improve both the quality and the fairness 
of education. CSTEEP recently completed 
a study funded by the National Science 
Foundation on the impact of mandated 
testing programs on curriculum and instruc- 
tion in elementary and secondary math and 
science education, with a particular empha- 
sis on the impact on teachers with large 
percentages of minority students. A report 
of this study, The Influence of Testing on 
Teaching Math and Science in Grades 4-12, 
was published in October of 1992. 

DEGREE PROGRAMS 

The Department of Education offers the 
M.Ed., M.A., M.AT.-M.S.T, C.A.E.S., D.Ed., 
and Ph.D. degrees. ^Graduate programs 
serve a dual purpose: f >J) research — prepar- 
ing students in a reseafech-based knowledge 
of their profession with specialized compe- 
tence in the evaluation of educational and 
psychological innovations and in basic quan- 
titative research methodology; 2) prac- 
tice — preparing students to apply knowl- 
edge in appropriate areas of specialization 
to practice in both academic and nonaca- 
demic settings. 

With the exception of Counseling Psychol- 
ogy, all Master's programs may be pursued on 
either a part-time or full-time basis and must be 
completed within five years. A portion of the doc- 
toral program may also be pursued part-time, 
providing that the year of residence is fulfilled and 
that the program is completed within eight years. 
A Certificate of Advanced Educational Studies 
(C.A.E.S.) must be completed within eight years. 



Academically superior students may plan 
undergraduate studies so as to begin graduate 
work in the senior year. This may enable the stu- 
dent to graduate with a Bachelor's degree and the 
Master's degree in five years. Fifth year programs 
are available in various areas including Elemen- 
tary or Secondary Education, Moderate Special 
Needs, Severe Special Needs, Visually Handi- 
capped Studies, and Human Development. At 
present, there is limited Federal financial assis- 
tance for some graduate programs in Spe- 
cial Education. 

A special Human Development/Social 
Work joint master's degree program is also 
available for a limited number of students. 
Students should consult . the Graduate 
School of Social Work for information on 
requirements, prerequisites and applica- 
tions at the beginning of their sophomore 
year. Students interested in this 3/2 pro- 
gram should apply to the Graduate School 
of Social Work at the end of their sopho- 
more year. 

Students interested in a Fifth Year Program 
should consult with the appropriate program co- 
ordinator early in their junior year. Without 
proper advisement and early acceptance into a 
Master's degree program, students will be unable 
to complete the program in five years. 

The Department of Education is itself com- 
prised of two Departments: The Department of 
Counseling, Developmental Psychology and Re- 
search Methods (Mary Walsh, Ph.D., Chair), and 
The Department of Curriculum, Administration 
and Special Education 0ohn F. Savage, Ed.D., 
Chair). 

Programs and Requirements 

Master of Education Degree 

The Master of Education is awarded in the 
areas of Early Childhood Teaching, Elementary 
Teaching, Secondary Teaching, Educational 
Research, Measurement and Evaluation, Reading 
Specialization, Curriculum and Instruction, 
School Administration, and Special Education 
(Moderate Special Needs, Severe Special Needs, 
Educator of the Visually Handicapped, and 
Multihandicapped and Deaf/Blind Studies). 
Areas of specialization are detailed within 
the program descriptions which appear 
below. 

Each student is required to pass a com- 
prehensive examination upon conclusion of 
course work. 

All courses in the three hundred sequence 
(300-399) are open to both Master's students and 
advanced undergraduates. Courses in the three 
hundred sequence cannot normally be used to- 
ward the C.A.E.S. or doctorate. Courses carry 
either a "PY", "ED", or " ED/PY " prefix. Courses 
listed "PY" are psychology courses in education. 
Courses listed as "ED" are education courses. 
Courses listed "ED/PY" may be taken as either 
psychology in education or education courses. 



Graduate Arts and Sciences • Education • 3 1 



Master of Arts in Teaching and Master of 
Science in Teaching Degrees 

The M.A.T./M.S.T. degree programs are 
designed for students who have graduated with a 
major or minor in liberal arts or sciences and who 
wish to prepare for teaching in the secondary 
school, for experienced teachers in secondary 
schools, and for recent college graduates already 
prepared to teach at the secondary level. 

Students may prepare in the following disci- 
plines: Biology, Chemistry, Geology (Earth Sci- 
ence), Physics, English, History, Mathematics, 
French, and Spanish. Programs are described 
under the section on Secondary Teaching Spe- 
cialization. 

Master of Arts Degree 

The Master of Arts degree is given in the ar- 
eas of Counseling, Human Development and 
Developmental/ Educational Psychology, Early 
Childhood Education, and Higher Education 
Administration. 

Certificate of Advanced Educational 
Specialization (C.A.E.S.) 

A Certificate of Advanced Educational 
Specialization is a terminal degree available 
in selected areas of study, providing stu- 
dents with opportunities to build on prior 
graduate work. The C.A.E.S. involves a 
planned program of study consisting of 30 
credit hours beyond the Master's degree. 
Comprehensive examinations are required. 
Programs of study should be planned with 
appropriate program coordinators and com- 
pleted within eight years. 

Doctor of Philosophy Degree 

A formal doctoral program of study is defined 
as a minimum of 84 graduate course credits 
earned subsequent to receipt of the Bachelor's 
degree. See the following descriptions of doctoral 
programs for course credits needed to complete 
specific programs. Students possessing a Master's 
degree at the time of their admission to doctoral 
studies may be permitted to apply up to 30 gradu- 
ate course credits toward this minimum of 84. No 
more than 6 additional graduate course credits 
earned prior to admission to a doctoral program 
may be transferred. 

Upon admission to a doctoral program, the 
doctoral student will be assigned an academic 
advisor. 

The doctoral program of studies will be de- 
signed by the student in consultation with his or 
her advisor during the first semester of course- 
work. One year of full-time residence, defined as 
12 credit hours of coursework in each of two con- 
secutive semesters, is required. Doctoral students 
in Counseling Psychology are required to com- 
plete three years of full-time residency. A major 
field of concentration consisting of at least 30 
graduate course credits must be included in the 
program of studies. One or two minor fields of 
concentration may be included, at least 9-12 
graduate course credits being necessary to con- 
stitute a minor. Six credits of dissertation-related 
coursework are required (customarily Disserta- 
tion Departmental Seminar and Dissertation Di- 
rection). 



The "Research Sequence" on the Doctoral 
Program of Studies Form lists the specific depart- 
mental requirements. This form may be obtained 
in the office of the Associate Dean of the School 
of Education. The program of studies for Coun- 
seling Psychology students is available in the of- 
fice of the Counseling Developmental Psychol- 
ogy and Research Methods (CDPRM) Depart- 
ment, Campion 309. 

Upon matriculation, all doctoral students 
must obtain a copy and assume responsi- 
bility for the contents of the Doctoral Handbook, 
also available at the office of the Associate Dean 
of Education. The Handbook contains essential 
information regarding all procedures to be fol- 
lowed within the doctoral program. Counseling 
Psychology and Developmental Educational Psy- ' 
chology students should also consult the program 
handbook available in the Department office, 
Campion 309. 

Certification and Licensure 

Many of the curriculum and instruction pro- 
grams offered by the Department of Education 
have been designed to comply with current stan- 
dards leading to professional certification for edu- 
cators in the state of Massachusetts. Through the 
university's accreditation by the National 
Council for the Accreditation of Teacher 
Education (NCATE) and the Interstate Cer- 
tification Compact (ICC), a program of 
study leading to educator certification in 
Massachusetts will also provide graduates, 
through reciprocity, with facilitated oppor- 
tunities for certification in most other 
states. However, certification regu- 
lations in Massachusetts are 
changing effective October 1, 
1994, and students should plan 
programs carefully in light of these 
changes. Students should realize that 
certification is ultimately granted by the 
states and that the requirements are sub- 
ject to change by the state. Especially in 
the cases of out-of-state students, it is the 
responsibility of the student to ascertain 
whether certification will be granted by a 
given state following completion of a par- 
ticular program. The Field Office can help 
with most teacher certification questions. 

Degree programs in counseling psychol- 
ogy often provide many of the professional 
education prerequisites for licensure in 
some of the states, including Massachusetts. Stu- 
dents are encouraged to check the requirements 
for the states in which they eventually hope to 
obtain licensure to ascertain those requirements. 
The CDPRM office can help with questions 
about counseling licensure. 

Students With Handicapping Conditions 

It is the goal of the School of Education to 
successfully prepare for both receipt of a degree 
and state certification or licensure any qualified 
individual who strives to meet these objectives 
regardless of handicapping conditions. The Uni- 
versity accepts the affirmative duty to take posi- 
tive steps to train handicapped persons and to 
assist them in career advancement. After an evalu- 



ation of a student's capacity to perform the essen- 
tial program functions, the University will engage 
in any reasonable accommodation within its pro- 
gram that would allow a qualified student with a 
handicapping condition to complete the program 
successfully and to obtain certification or licensure 
so long as such accommodation does not result in 
waiver of competencies required for graduation, 
certification, or licensure. 

Programs in Counseling Psychology 

Programs in Counseling Psychology are 
housed in the Department of Counseling, Devel- 
opmental Psychology and Research Methods 
(CDPRM). 

Programs in Counseling Psychology have as 
a mission the preparation of counselors at the 
Master's level and counseling psychologists at the 
Ph.D. level for competent professional function- 
ing in schools, universities and a variety of non- 
school health care delivery settings. The Ph.D. 
program has full accreditation from the Ameri- 
can Psychological Association. 

The primary focus of the multi-level pro- 
gram is on the facilitation of healthy func- 
tioning in clients and a respect for individual 
and cultural differences. Competencies are devel- 
oped in psychological theories of personality and 
behavior, human development, counseling strat- 
egies and career development. Developmental 
concepts are integrated with supervised practice 
through field placements and varied instruc- 
tional approaches. 

The two-year full-time Master's degree 
program prepares counselors for entry-level 
positions in agency and school settings. The 
thrust in these programs is essentially 
proactive and developmental: working with 
basically healthy individuals to prevent se- 
rious problems, together with developing an 
ability to recognize problems and refer in- 
dividuals with serious difficulties to appro- 
priate facilities. The application deadline for 
all Master's programs in Counseling is Feb- 
ruary 1 . 

The doctoral program in Counseling Psychol- 
ogy, through advanced coursework and super- 
vised internships, builds on prior graduate train- 
ing and professional experience. Utilizing a de- 
velopmental framework, the program helps stu- 
dents acquire the following competencies: ability 
to comprehend and critically analyze current lit- 
erature in the field; understanding of major theo- 
retical frameworks for counseling, personality and 
career development; skills to combine research 
and scientific inquiry; knowledge and practice of 
a variety of assessment techniques; respect for and 
knowledge of diverse client populations; ability to 
provide supervision, consultation and out-reach; 
and demonstrated competencies with a variety of 
individual and group counseling approaches in su- 
pervised internships. The doctoral program is de- 
signed to meet eligibility requirements for 
licensure as a psychologist and to help develop a 
commitment on the part of the student to the 
ethical and legal standards of the profession in- 
cluding sensitivity to individual, gender and cul- 
tural differences. The application deadline for the 
doctoral program is January 1. 



3 2 "Graduate .arts and Sciences • Education 



Details of the available graduate programs in 
this area are provided in the descriptions which 
follow and in the handbooks available in the 
CDPRM office. 

Master of Arts in Counseling 

Coordinator: James Mahalik 

The Master of Arts degree in Counseling is a 
two-year full-time program designed for candi- 
dates who wish to work in mental health agencies 
or in school settings. The first year of the M.A. 
program is devoted to course work. The second 
year includes a full-year half-time practicum 
placement and the completion of remaining aca- 
demic requirements. 

Prerequisites for enrollment in the Master of 
Arts program in Counseling consist of evidence 
of undergraduate preparation in personality 
theory, research methods and basic statistics, and 
developmental psychology. Students who have 
not met the prerequisites will be expected to 
choose appropriate electives in their Master's pro- 
gram to fulfill these requirements. 

Candidates will select the Mental Health 
Counselor or School Counselor option. The 
Mental Health Counselor sequence of study re- 
flects the professional standards recom- 
mended by the American Association of 
Counseling and Development and the Mas- 
sachusetts Board of Allied Mental Health 
and Human Service Professionals. The 
School Counselor sequence is designed to 
meet the professional standards recom- 
mended by the Interstate Certification 
Compact (ICC), the National Council for Ac- 
creditation of Teacher Education (NCATE), 
and the Massachusetts Department of Edu- 
cation. This program also provides the edu- 
cational requirements for certification in 
other states accepting ICC and NCATE approv- 
als. Certification requirements are granted by the 
State Department of Education and are subject to 
change by the State. 

Within the Mental Health Counselor option, 
students may focus more intensively on children/ 
adolescents or on adolescents/adults. Similarly, in 
the School Counselor option, students may select 
the elementary/middle school track (Grades N- 
9) or the middle/high school track (Grades 5-12). 
The options must be selected at the beginning of 
coursework since they follow prescribed curricu- 
lum standards. 

The two options contain a common core 
of counseling courses, followed by two se- 
mesters of counseling practicum/internship 
requiring a field placement of 525 clock 
hours (which includes prepracticum) for the 
School Counselor option and 700 hours for 
the Mental Health Counselor option. 
Practicum usually requires two to three 
days per week during regular work hours. 
Students unable to meet this requirement 
should not apply to this program. For the 
school option, practicum placements must 
be in a comprehensive school system. There 
are no waivers or exceptions to the above. 

The list of specific courses required for the 
M.A. in counseling is available in the CDPRM 
department office. 



Doctoral Programs in Counseling 
Psychology (APA accredited) 

Director of Training: Maureen Kenny 

Doctoral applicants are required to have a 
Master's degree in Counseling or a closely related 
field, with a completed core program commen- 
surate to our Master's counseling sequence, 
including a minimum of 400 clock hours of 
supervised counseling practicum. The full- 
time, three-academic-year doctoral pro- 
gram (Ph.D.) in Counseling Psychology is ac- 
credited by the American Psychological Associa- 
tion and is designed to qualify candidates for 
membership in that organization and Division 17 
(Counseling Psychology). The program provides 
many of the professional pre-doctoral educational 
requirements for licensure as a counseling psy- 
chologist in the Commonwealth of Massachusetts 
and for inclusion in the National Register of 
Health Care Providers. However, licensure re- 
quirements in Massachusetts include an additional 
year of post-doctoral supervised experience. The 
deadline for completed applications for fall admis- 
sion in Counseling Psychology isjanuary 1 of that 
year. Admission decisions are made by April 15 . 
Admission to the doctoral program presumes 
the completion of requirements for the M.A. de- 
gree in Counseling. The entering doctoral stu- 
dent who has not completed all of the require- 
ments for the M.A. in Counseling, listed under the 
headings above, must complete them dur- 
ing the initial year of enrollment in the doc- 
toral program. Decisions regarding this as- 
pect of the student's coursework will be 
based on a review of the student's back- 
ground by the assigned advisor. 

Once admitted, doctoral students are 
required to complete courses in each of the 
following broad areas which fulfill the basic 
professional training standards: Scientific 
and Professional Ethics and Standards, Re- 
search Design and Methodology, Statistical 
Methods, Psychological Measurement, His- 
tory and Systems of Psychology, Biological 
Bases of Behavior, Cognitive-Affective 
Bases of Behavior, Social Bases of Behav- 
ior, Individual Differences, Professional Spe- 
cialization. 

Practicum and Internship 

During their first year, students should work 
with their advisors to complete a program of stud- 
ies which must be filed both with Counseling 
Psychology and with the Associate Dean of Edu- 
cation. 

Departmental requirements for the Ph.D. 
also include passing computer-related com- 
petencies and doctoral comprehensive ex- 
aminations at the end of coursework, the 
successful defense of a dissertation and 
completion of approved advanced practica 
and internship. The doctoral handbook is 
available in the Counseling, Developmental 
Psychology and Research Methods office. 

Programs in Developmental and 
Educational Psychology 

The theoretical orientation of the program in 
Developmental and Educational Psychology is 
life-span developmental psychology. The pro- 
grams are designed to develop expertise in theory, 



research and educational intervention with chil- 
dren, adolescents and adults. 

Three degrees are offered: a Master's program 
leading to an M.A. or M.Ed, degree in Develop- 
mental and Educational Psychology, with options 
in human development and educational psychol- 
ogy (M.A.), early childhood specialist 
(M.A.), and early childhood teacher (M.Ed.); 
a C.A.E.S. in any of these options; and the 
Ph.D. in Developmental and Educational 
Psychology. 

Master's Program in Developmental and 
Educational Psychology 

Students in all master's options must take PY 
414 Learning, Learning Theory, and Develop- 
ment and PY 4 1 6 Child Psychology as their core 
within the Program. 

1 . Human Development and Educational 
Psychology Option 

Coordinator: John Dacey 

This option focuses on the unique char- 
acteristics, crises, and developmental tasks 
of people at specific periods in their lives. 
This includes the social, affective, biologi- 
cal, and cognitive factors that affect devel- 
opment. The program is designed for those 
pursuing knowledge of theory and research 
in the area of life-span development and for 
those practitioners (counselors, nurses, 
personnel specialists, teachers, social work- 
ers) seeking a greater understanding of the 
populations they serve. This option does 
not lead to a specific licensure or certifica- 
tion. Those possessing a degree in this op- 
tion are employed in a number of develop- 
mentally oriented settings, e.g. residential 
care centers, prisons and corrections cen- 
ters, children's museums and parks, adult 
and industrial educational facilities, person- 
nel departments, governmental offices, and 
hospitals. They also are prepared to serve 
as educational instructors and/or consult- 
ants in these settings. 
Required Courses: 

• PY 414 Learning, Learning Theory, and 
Development 

• PY 415 The Psychology of Adolescence 

• PY 416 Child Psychology 

• PY 417 Adult Psychology 

• ED/PY 460 Interpretation and Evaluation of 
Research 

The remaining 5 courses are electives and may 
be chosen from Education, Management, Coun- 
seling Psychology, Psychology or Social Work. 
The program is designed to maintain maximum 
flexibility to suit individual needs. Students 
work closely with a faculty advisor to de- 
sign their programs which should be done 
in the first semester of matriculation. A 
student handbook is available, which details 
the elective option. 

2. Early Childhood Specialist Option 

Coordinator: Beth Casey 

The Early Childhood Specialist option pre- 
pares students as early childhood specialists within 
a variety of fields which involve working with 
young children. The required courses are de- 
signed to provide a strong conceptual understand- 



Graduate Arts and Sciences • Education • 3 3 



ing of developmental issues in general as well as 
a specific concentration on young children. In 
addition students may select electives to develop 
their own particular focus. Students who are in- 
terested in working with children in day-care cen- 
ters and nursery schools should select at least two 
methods courses as part of their program (ED 
316,430, 520, or 521). 

A careful combination of courses and field ex- 
perience can prepare graduates for a variety of po- 
sitions, such as teacher of preschool, director of 
day-care and early intervention programs, or 
member of multi-discipline teams in research, 
government and hospital settings. This program 
does not lead to certification. Those interested in 
certification should choose the Early Childhood 
Teacher option. A list of required courses is avail- 
able from the CDPRM Department office, Cam- 
pion 309. 

3. The Early Childhood Teacher Option 
(Certification): (Kindergarten to Grade 3) 

Coordinator: Beth Casey 

The Early Childhood Teacher option is ap- 
propriate for those students without elementary 
school certification who wish to be prepared to 
teach normal and mildly handicapped chil- 
dren in regular settings, pre-kindergarten 
through third grade. Students who wish to 
be prepared for teaching children in first 
through sixth grade should select the el- 
ementary education program. Students are 
advised that certification requirements are 
granted by the State Department of Edu- 
cation and are subject to change by the 
state. 

All students are required to complete a total 
of 38 credits. These courses include foundation 
courses, a special education course dealing with 
children with special needs, methods courses, two 
field-based prepractica, 6 credits of student teach- 
ing, and a course on family-school relations. A list 
of required courses is available from the CDPRM 
Department office, Campion 309. 

For the practica, students may take their 
field placement at the preschool through 
third grade levels. At least 3 methods 
courses must be taken in conjunction with the 
field-based prepracticum. 

Ph.D. Program in Developmental and 
Educational Psychology 

The doctoral program in Developmental 
and Educational Psychology educates both 
researchers and practitioners. The program 
faculty are committed to promoting stu- 
dents' understanding of the processes in- 
volved in cognitive and affective develop- 
ment. A primary focus of the program con- 
tent is the origin and nature of diversity in 
gender, race, ethnicity and physical and mental 
challenges. Individual development is examined 
in relation to social factors and the interaction of 
biological and environmental factors. Educational 
and human service applications are emphasized, 
and work with diverse populations in underserved 
communities is a major focus. The faculty bring 
four areas of specialization to these central 
themes: 1) early childhood with a focus on the 
development of social competency and critical 
thinking skills, 2) cognitive psychology, with a 



focus on learning styles, creativity, and 
neuropsychological applications, 3) ethical deci- 
sion making and values and character formation, 
and 4) the social context of development, focus- 
ing on the interdependence of individuals, peers, 
family, community, and culture. The range of 
careers available to Developmental and Educa- 
tional Psychology graduates with a Ph.D. includes 
university teaching, research, consultation 
and positions in business, governmental 
agencies, and human service organizations. 

The curriculum requires that students take 
courses in development across the lifespan. In 
addition students develop expertise in the follow- 
ing areas: social, affective and cognitive develop- 
ment, individual differences, cognition and learn- 
ing, cultural context of development, research 
methods, and statistics. 

Courses that satisfy these requirements are 
listed in the doctoral handbook for Developmen- 
tal and Educational Psychology available in the 
Counseling, Developmental Psychology and Re- 
search Methods office. 

Programs in Educational Research, 
Measurement and Evaluation 

Coordinator: Peter IV. Airasian 

Programs in Educational Research, Measure- 
ment and Evaluation are housed in the Depart- 
ment of Counseling, Developmental Psychology 
and Research Methods. 

The program in Educational Research, Mea- 
surement and Evaluation is designed to prepare 
researchers with specialized competence in test- 
ing, assessment, the evaluation of educa- 
tional programs and in basic quantitative 
research methodology for the social sci- 
ences and human services. Graduates of the 
program are qualified for academic posi- 
tions in university departments of educa- 
tion and social sciences. They are also quali- 
fied for research positions in universities, foun- 
dations, local education agencies, state and re- 
gional educational organizations, and in research 
and development centers. 

M.Ed. Program 

A minimum of 30 semester hours and 
satisfactory performance on a comprehen- 
sive examination are required for the M.Ed, 
degree. 

Core requirements: 

• PY/ED 460 Interpretation and Evaluation of 
Research 

• PY/ED 468 Statistics I 

• PY/ED 469 Intermediate Statistics 

• At least three of the following should be taken: 

ED 462 Construction of Achievement Tests 

ED 466 Models of Curriculum and Program 
Evaluation 

ED 467 Practical Aspects of Curriculum and 
Program Evaluation 

ED/PY 565 Quantitative Data Collection 
Procedures 

ED/PY 85 1 Quantitative Research 
Methodologies 

• The M.Ed, student will also generally take at 
least one course in Developmental and Educa- 



tional Psychology and one in Philosophy or His- 
tory of Education. 

Ph.D. Program 

This program prepares researchers with spe- 
cialized competence in testing, assessment, the 
evaluation of educational innovations and in ba- 
sic quantitative social science research methodol- 
ogy. A minimum of 54 credits beyond the M.Ed, 
is required. Emphasis is on the application of re- 
search design and statistical methods in making 
measurements and drawing inferences 
about educational and social science prob- 
lems, with special attention given to meth- 
ods of testing, assessment, data collection and 
analysis of data. Training and experience is pro- 
vided in the use of computers in statistical analy- 
sis. However, since the important issues in these 
areas require more than technical solutions, the 
program also attends to non-technical social, ethi- 
cal, and legal issues. Knowledge of a computer 
language is gained by all students. 

Students are expected to develop a basic un- 
derstanding of modern techniques of test con- 
struction and evaluation, design of research and 
experiments, univariate and multivariate statisti- 
cal analysis of data, and psychometric theory. 

Care is taken to design programs of study and 
experience according to the individual student's 
needs, interests and goals. 

Students may have a minor in Developmen- 
tal and Educational Psychology, Special Educa- 
tion, Computer Science and Management, Edu- 
cational Administration, or other areas. 

Requirements 

In addition to the courses required for 
the M.Ed, in Educational Research, Measure- 
ment and Evaluation, the following core 
courses will normally be included in each 
program: 

• PY/ED 664 Design of Experiments 

• PY/ED 667 Introduction to Multivariate 
Statistical Analysis 

• PY/ED 668 Topics in Multivariate 
Statistical Analysis 

• PY/ED 669 Psychometric Theory 

• PY/ED 829 Design of Research 

• PY/ED 851 Qualitative Research 
Methodologies 

• PY/ED 860 Survey Methods in Social and 
Educational Research 

• PY/ED 861 Construction of Attitude and 
Opinion Questionnaires 

• ED 960 Seminar in Educational Research, 
Testing, and Measurement 

An internship in Educational Research may be 
included in a student's program; this consists of a 
half-time assignment to a school system, social 
agency, or on-campus research or evaluation 
agency involved in curriculum experimentation, 
change, evaluation or social science research. 
Supervision of the internship is provided by pro- 
fessors of Educational Research. 



3 4 • Graduate Arts and Sciences • Education 



Programs in Curriculum, 
Administration , and Special Education 

Programs in Curriculum, Administration , 
and Special Education (CASE) prepare educa- 
tional leaders for instructional and administrative 
roles in public and private schools, and in insti- 
tutions of higher education, and in related orga- 
nizations. The intent is to provide a blend of 
scholarship, disciplined inquiry and professional 
experiences that will develop sound understand- 
ings, practical skills, ethical values and social re- 
sponsibilities required of competent educators. 

The Department of Education offers 
three different levels of graduate degrees 
in this area: Master's degrees (M.Ed., 
M.A.T., M.S.T., and M.A.); Certificates of 
Advanced Educational Specialization 

(C.A.E.S.); and Doctoral degrees (Ph.D. or, 
for graduates of the Professional School 
Administrator Program, Ed.D.) Student pro- 
grams are individualized under the guidance of an 
advisor, with special consideration given to each 
student's career goals and any certification re- 
quirements that might exist for the position for 
which the student is preparing. 

Details of the available graduate programs in 
this area are provided in the descriptions which 
follow. 

Areas of Concentration 

Programs and courses in CASE are designed 
to prepare educators in the area of elementary and 
secondary teaching, special education, and in the 
area of school and higher education administra- 
tion. 

Teacher preparation programs are designed 
for individuals interested in working in elemen- 
tary and secondary schools both public and pri- 
vate. Boston College has earned a distinguished 
reputation for preparing outstanding classroom 
teachers and special educators in theoretical and 
practical dimensions of instruction. 

Programs in Educational Administration 
prepare students for leadership positions in 
school systems, and programs in Higher 
Education prepare students to assume ad- 
ministrative roles in post-secondary insti- 
tutions. The Catholic Leadership Program 
offers special opportunities for administra- 
tors who desire to further their spiritual and 
professional growth. 

Certification 

Boston College offers programs designed to 
prepare students for certification at the Master's, 
C.A.E.S., and Doctoral levels. Students may en- 
roll in courses leading to application for certifi- 
cation as a degree candidate. Programs are ap- 
proved by both the Interstate Certification Com- 
pact (ICC) and the National Council for the Ac- 
creditation of Teacher Education (NCATE), al- 
lowing students easier access to certification out- 
side Massachusetts through reciprocity in most 
other states. 

Certification regulations are set by the state 
;md are subject to change. Effective October 1, 
1994, certification regulations in Massachu- 
setts are changing substantially. However, 
Boston College will continue to offer pro- 
grams that will enable students completing 
degrees prior to September 1 994 to meet cer- 



tification requirements under the existing 
regulations. Programs that enable students to 
meet the new Massachusetts requirements 
that will take effect in October 1994 are also 
being offered. Students should carefully plan 
programs in consultation with the appropri- 
ate program advisor to ensure that degree re- 
quirements and certification requirements are 
both fulfilled. 

Students who plan to seek certification in 
states other than Massachusetts should check 
the certification requirements in those states. 

Following is a list of certification areas and the 
Program Coordinator for each. 
Elementary Teaching : Maryalyce Gilfeather 
Secondary Teaching : Kilbitrn Culley 
Consulting Teacher of Reading: John F. Savage 
Supervisor/Director: Ralph Edwards 

School Principal: Ralph Edwards 

Field experiences are an essential part 
of the curriculum in certification programs 
and should be planned with the respective 
program coordinator early in the student's 
program. The Field Office arranges many 
program field components, while program 
faculty are involved in arranging others. 
Each field assignment must be applied for 
during the semester preceding the one in 
which it is to occur. Application deadlines 
for full practica are November 1 for spring 
assignments and March 1 5 for fall assignments. 
Application deadlines for prepractica are Novem- 
ber 30 for spring assignments and April 1 5 for fall 
assignments. 

The facilities utilized by the Field Office 
for field assignments are located in Boston 
and neighboring areas. Students are re- 
sponsible for providing their own transpor- 
tation to and from these facilities. In addi- 
tion to the local field sites, a limited num- 
ber of field placements in teaching are available 
in out-of-state and international settings, includ- 
ing Arizona and Maine (Indian reservations), 
Great Britain, Ireland, Switzerland, Spain, Ger- 
many, and France. 

The Field Office arranges field place- 
ments only for students enrolled in teacher 
certification degree programs. 

DEGREE PROGRAMS 

Master's Degree Programs 

Three different Master's degrees are offered 
in the area of CASE: M.Ed., M.A.T./M.S.T., and 
M.A. The Master of Education degree (M.Ed.) is 
offered with six areas of specialization: curriculum 
and instruction, elementary teaching, secondary 
teaching, special education, school administration 
and supervision, reading instruction, and Catho- 
lic School Leadership. The Master of Arts in 
Teaching (M.A.T.) and Master of Science in 
Teaching (M.S.T.) degrees are offered with spe- 
cialities in secondary education. The Master of 
Arts degree (M.A.) is offered in the area of higher 
education, with concentrations in cither admin- 
istration or student development. Following is a 
description of each degree program. Further pro- 



gram information can be acquired by contacting 
the program advisors. 

1. Curriculum and Instruction 

Program Advisor: Michael Schiro 

The Master's degree program in Curriculum 
and Instruction consists of a planned program 
with a minimum of 30 graduate credit 
hours. Two basic courses are required: 

• ED 421 Instructional Theory 

• ED 578 Curriculum Theory (for beginning 
students) or ED 720 Curriculum Theory 
and Philosophy (for advanced students) 
The remaining courses are planned in con- 
sultation with the advisor to meet each 
candidate's career goals and needs. Pro- 
grams normally consist of course work and 
related experiences in issues in curriculum 
and instruction, program evaluation, and 
areas of academic specialization. Candidates have 
considerable flexibility in combining areas of 
study. 

These degree programs do not normally 
lead to certification. 

2. Elementary Teaching 

Program Advisor: Maryalyce Gilfeather 

Two programs are currently offered for stu- 
dents preparing for elementary teaching, one for 
students who will complete requirements 
prior to October 1, 1994, and one for stu- 
dents who will finish their course of study 
after that date. Students should care- 
fully plan programs in consultation with the 
appropriate program advisor to ensure that 
degree requirements and certification re- 
quirements are both fulfilled. 

Prerequisite for both programs is a col- 
lege degree with a major or minor in one of 
the subjects taught in the elementary 
school or the equivalent. The course of 
study for both programs includes founda- 
tions courses, professional courses, and 
field experiences. For students completing pro- 
grams after October 1994 pro- 
grams will be designed to lead to 
full certification in Massachusetts 
as elementary teachers. Students 
should carefully plan courses of study with the 
program advisor to ensure that requirements 
for the degree and for certification are met. 

3. Secondary Teaching 

Program Coordinator: Kilburn Culley 
Students in secondary education can pursue either 
a Master of Education (M.Ed.) degree, a Master 
of Arts in Teaching (M.A.T) or a Master of Sci- 
ence in Teaching (M.S.T). The choice of degree 
program is often determined by the amount of un- 
dergraduate coursework in which he or she plans 
to teach. 

The M.Ed, program is designed for students 
who have completed a full undergraduate major 
in the subject they wish to teach. When students 
have completed an undergraduate major or 36 
hours in the discipline, they are able to pursue a 
full graduate program in Education and build a 
stronger pedagogical base. The M.Ed, program 
involves a planned 32 credit-hour course of study 
consisting of eight courses (not more than two of 



Graduate Arts and Sciences • Education • 3 5 



which are outside of Education), two 
prepracticum field experiences, a full semester 
practica and seminar. 

The M.A.T/M.S.T program normally con- 
sists of a balance of five graduate courses 
in a subject area and five graduate courses 
in Education, plus two prepractica and a full 
semester practicum and seminar. Students 
select courses in the discipline with an eye 
to certification requirements and areas of 
interest. Courses of study are carefully 
planned with a program advisor. 

As in the case of other teacher certification 
fields, two programs are currently offered for stu- 
dents preparing to be high school teachers, 
one for students who will complete require- 
ments prior to October 1, 1994, and one for stu- 
dents who will finish their course of study after 
that date. Students should carefully plan pro- 
grams in consultation with the appropriate 
program advisor to ensure that degree re- 
quirements and certification requirements are 
both fulfilled. 

4. Programs in Special Education 

The mission and purpose of programs in 
Special Education is the preparation of out- 
standing professionals to work with, or on 
behalf of, individuals with disabilities. Pro- 
grams are designed to offer students sound theo- 
retical and conceptual bases for the variety of in- 
terventions and services needed to educate indi- 
viduals with disabilities. Because Boston College 
is committed to service of the larger community, 
Special Education faculty maintain a close work- 
ing relationship with school programs and insti- 
tutions that serve the needs of a variety of learn- 
ers with disabilities including Perkins School for 
the Blind, Boston Children's Hospital, the Car- 
roll Center for the Blind, Franciscan Children's 
Hospital, Boston College Campus School for 
Multihandicapped Students, and other agencies 
beyond the Greater Boston area. 

As with certification in other teaching 
programs, two programs are currently of- 
fered in all areas of Special Education 
teacher preparation, one for students who 
will complete requirements prior to Octo- 
ber 1, 1994, and one for students who will 
finish their course of study after that date. 
Students should carefully plan pro- 
grams in consultation with the 
appropriate program advisor to ensure that 
degree requirements and certification re- 
quirements are both fulfilled. 

4a. Moderate Special Needs (Learning 
Disabilities, Mild Retardation and Behavior 
Disorders) 

Coordinator: Jean Mooney 
This program prepares specialists who will pro- 
vide direct and indirect services to children within 
regular classrooms, resource rooms and substan- 
tially separate classes in public or private schools. 
The population served by these specialists is clas- 
sified in some states as learning disabled, mildly 
retarded or behaviorally handicapped. This pro- 
gram, however, is based on a non-categorical 
model focused on educational need rather than 
category of handicapping condition. No pre- 
vious teaching experience is required. Stu- 



dents select an Elementary or a Secondary focus. 
Financial Aid is available in the form of paid pre- 
practicum and practicum experiences in local 
school systems as well as various programs admin- 
istered through the Financial Aid Office. Entry 
into the program may be at one of three levels: 

Level I: Students with no previous background 
in education select a sequence of courses leading 
to certification in Elementary Education prior to 
coursework in Special Education. 

Level II: Students already certified in Elemen- 
tary or Secondary Education complete the re- 
quirements for certification in Moderate 
Special Needs (30 to 36 credits.) 

Level HI: Students already certified in Elemen- 
tary or Secondary and Moderate Special Needs 
complete a program planned according to the 
student's past experiences and career goals (30 
credits). 

In any of the above Levels, adjustments 
in requirements can be made for prior 
coursework through a test-out and waiver 
process. Students employed in an appropri- 
ate Moderate Special Needs program in a 
public or a private school may, with the 
approval of the Director of Field Experiences 
and the Massachusetts Bureau of Teacher 
Certification, complete the internship re- 
quirements within their work settings. The 
Moderate Special Needs program offers the 
M.Ed, degree and/or the Certificate of Ad- 
vanced Educational Specialization. A list of 
required courses is available from the pro- 
gram coordinator. 

4b. Severe Special Needs Program 

Coordinator : Philip DiMattia 
The Severe Special Needs Program is a 
graduate level program which leads to a 
Master's degree in Special Education and 
prepares students to work with a spectrum 
of severely disabled students from pre- 
school through older adolescence in a vari- 
ety of education settings. 

Both formal coursework and multiple 
field experiences are included in the pro- 
gram. Through advisement, opportunities 
for hands-on experiences are made avail- 
able in the Boston College Campus School for 
Multihandicapped Students. 

Students may be enrolled on a full- or 
part-time basis. For those students em- 
ployed in approved Severe Special Needs 
programs, practicum requirements may be 
completed within the work setting. 

The program of study expands and 
builds upon a prerequisite education foun- 
dation through the development of compe- 
tencies that are research and field-based 
and consistent with professional standards 
of the field. 

4c. Educator of Students with Visual 
Impairments 

Coordinator : Richard M. Jackson 
Students are prepared as teacher/consultants to 
work with visually impaired children and youth 
in a variety of educational settings: regular class- 
rooms, resource rooms, and special classes. 
Through academic coursework and practi- 
cal experiences, students are prepared to work 



with totally blind or low vision children. Consid- 
eration is also given to the child with concomi- 
tant disabilities. Applicants lacking teaching cre- 
dentials may incorporate the necessary course- 
work for certification into their program of stud- 
ies. 

Students with elementary or secondary 
certification pursue a 36-credit hour (ap- 
proximately) program of study which can 
be completed in one academic year and one 
summer. For students who have an under- 
graduate degree in Education of the Visu- 
ally Handicapped, an individually designed 
program may be planned to broaden and 
improve proficiencies in working with exceptional 
children. Graduates earn an M.Ed, degree and 
most are eligible for Massachusetts state teacher 
certification (ICC and NCATE approved). A list 
of required courses is available from the program 
coordinator. 

4d. Educator of the Multihandicapped and 
Deaf/Blind 

Advisor: Barbara McLetchie 
Boston College has a long history of preparing 
specialists to work with infants, children, and 
youth who have multiple disabilities, including 
deaf-blindness. Graduates of this program are 
serving individuals with multiple disabilities in a 
variety of roles throughout the United States and 
other countries. The Multihandicapped and 
Deaf/Blind specialty leads to an M.Ed, degree or 
a C.A.E.S. The focus of this specialty is on chil- 
dren who are functioning at a pre-academic level. 
Practical experiences working with individuals 
with multiple disabilities and deaf-blindness are 
important components of this specialty. Students 
may choose a particular focus (e.g. infant stimu- 
lation, adolescence, pre-vocational, young chil- 
dren, etc.). Students enter the specialty at one of 
three levels: 

Level I: Students with no previous prepa- 
ration in special education must complete 
a program of study beyond 30 credit hours 
to complete the requirements for the M.Ed, 
degree and certification as a Teacher of 
Students with Severe (Intensive) Special 
Needs. 

Level II: Students with undergraduate majors 
and certification in Severe Special Needs can 
complete a 30-credit hour sequence for the M.Ed, 
degree. 

Level III: Students with M.Ed, degrees in Se- 
vere Special Needs can complete a 30-credit hour 
sequence for the C.A.E.S. 

Additionally, students with undergraduate 
study in some area of special education may en- 
ter this specialty. Coursework and credits leading 
to an M.Ed, depend upon an evaluation of previ- 
ous coursework and experience. Many students 
also choose to pursue coursework leading 
to certification as a Teacher of Students 
with Vision Impairments. 
Adjustments in course selection and se- 
quence will be based upon an evaluation of 
each student's previous preparation and 
experience. A list of required courses is 
available from the program advisor. 



3 6 • Graduate Arts and Sciences • Education 



5. School Administration and Supervision 
Specialization 

This specialization consists of a minimum of 
thirty (30) graduate credit hours which include 
seven required courses in Educational Adminis- 
tration and Supervision and three electives. 

The seven courses are chosen, in con- 
sultation with one's academic advisor, from 
the following: 

• ED 450 Introduction to Educational 
Administration 

• ED 451 Personnel Administration 

• ED 452 School Finance 

• ED 453 The Elementary School Principalship 

• ED 454 The Junior High and Middle School 
Principalship 

• ED 455 The Secondary School 
Principalship 

• ED 456 Legal Aspects of Educational 
Administration 

• ED 458 Education and the Political 
Process 

• ED 459 Clinical Supervision 

• ED 523 Administrative Supervision 

• ED 578 Curriculum Theory 

The three elective courses are usually chosen 
from departmental offerings. If a student is seek- 
ing certification in one of the four approved 
school administrative areas, a Practicum in Edu- 
cational Administration and Supervision (ED 
750) may be taken as an elective course. 
Certification requirements are subject to 
change by the states and are scheduled to 
change in Massachusetts on October 1, 
1994. 

6. Catholic School Leadership Specialization 

Program Advisor: Clare Fitzgerald, S.S.N.D. 
The Catholic School Leadership Program 
(CSLP) has been designed in response to an ex- 
pressed need to assist Catholic school teachers and 
administrators in their unique role of bringing 
new vision to Catholic schools. The specialization 
focus is on futuristic planning grounded in the 
practical aspects of administration and enlivened 
by the hope of the Christian message. Courses in 
the CSLP are offered during a five-week 
summer semester (1 two-week session and 1 
three-week session), along with academic year 
courses in the fall and spring semesters. 

Practicing or prospective administrators and 
interested teachers, lay or religious, may obtain a 
Master's Degree in Education (30 credits) or a 
Certificate of Advanced Educational Study (30 
credits beyond the Master's degree). This pro- 
gram does not lead to state certification. The pro- 
gram permits one to pursue advanced, in-depth 
study in the field of education while integrating 
it with such interests as psychology, business 
management, theology, and educational technol- 
ogy- 
Selected courses offered through the Theol- 
ogy Department, the Institute of Religious Edu- 
cation and Pastoral Ministry and the School 
of Management may be taken with the ap- 
proval of the advisor. 



7. Graduate Reading Program 

Program Advisor: John F. Savage 
The Graduate Reading Program consists of a se- 
ries of courses and related practicum experiences 
designed to help classroom teachers and resource 
room specialists increase knowledge and increase 
skill as teachers of literacy. The program is de- 
signed to enable candidates to meet Mas- 
sachusetts certification standards for Con- 
sulting Teacher of Reading. The program is 
also approved by ICC and NCATE, and it 
conforms to the guidelines of the Interna- 
tional Reading Association. 

Two programs are currently offered for stu- 
dents preparing to be reading specialists, one for 
students who will complete requirements prior to 
October 1, 1994, and one for students who will 
finish their course of study after that date. Under 
new certification regulations for Massachusetts, 
provisionally certified teachers can complete re- 
quirements for full certification as an elementary 
or secondary teacher and as a Consuldng Teacher 
of Reading at the same time. Full certification as 
a Consuldng Teacher of Reading, however, re- 
quires a minimum of one year of teaching expe- 
rience. Students should carefully plan pro- 
grams in consultation with the program advi- 
sor to ensure that degree requirements and 
certification requirements can be met. 

8. Higher Education Specializations: 
Administration and Student Development 

Program Advisor: Alary Griffin 
A minimum of 30 semester hours of course 
work is required for the M.A. degree. These 
degree requirements may ordinarily be com- 
pleted in 2 semesters and a summer of full- 
time study. 

The purpose of the M.A. program is to 
provide preparation in Higher Education for 
middle managers to be employed in the 
offices of college and university administra- 
tors: the president, vice-president, and 
deans of academic and student affairs and 
in public administration situations; the reg- 
istrar, admissions, and financial aid; student 
development and residence life develop- 
ment, alumni, and public relations. The cur- 
riculum is designed to give the student pro- 
fessional preparation for positions in community 
and junior colleges, universities, technical insti- 
tutes and other post-secondary institutions. 
Required Courses: 

• FD/PY 460 Interpretation and 
Evaluation of Research 

• ED 770 History and Theory of Higher 
Education 

• ED 771 Organization and Administration 
of Higher Education 

• ED 772 Student Personnel/ 
Development Programs in Higher 
Education 

• PY 778 Theories in Student Personnel/ 
Development 

• FD 975, Internship in Higher Education, is 
required for students who have had no experience 
in institutions of higher learning or who wish to 
explore alternative areas of specialization in 
higher education administration or student affairs. 



Candidates see their faculty advisors for place- 
ments. 

Electives are to be chosen from related areas, 
by advisement. Programs will be arranged on an 
individual basis by the program advisor. Care is 
taken to design programs of study and experience 
according to the individual student's needs, inter- 
ests and goals. 

Certificate of Advanced Educational 
Specialization in Curriculum, 
Instruction and Administration 

The C.A.E.S. is designed for currently practicing 
educators who already have a Master's degree and 
who do not plan to pursue a doctoral degree, but 
seek a higher degree of specialization or profes- 
sional certification in a particular field. Follow- 
ing are the general areas of specialization and their 
respective advisors: 

• School Administration and Supervision 
Advisor: John Savage 

• Curriculum and Instruction 
Advisor: Michael Schiro 

• Catholic School Leadership 
Advisor: Clare Fitzgerald, S.S.N.D. 

Doctoral Programs in Curriculum, 
Administration and Special Education 

The doctoral program in Curriculum, Adminis- 
tration and Special Education is designed for 
people seeking leadership roles within a variety 
of educational settings. The program offers can- 
didates flexibility in selection of courses 
while providing them with the opportunity 
to develop strong leadership skills. 

The program offers three major areas of spe- 
cialization: Educational Administration, Curricu- 
lum/ Instruction, and Higher Education . 

Doctoral programs contain four components: 
a core of basic required courses, an area of spe- 
cialization, a practicum or internship, and a dis- 
sertation. Requirements for each component are 
described below. 

Core 

The core covers three areas: Schooling, 
Human Resources Management, and Re- 
search/Evaluation. Because programs of 
study are individually planned according to 
each candidate's background and goals, 
specific courses within these areas differ from 
program to program. Courses are selected in con- 
sultation with advisors. (See the course descrip- 
tions which follow.) 

The purpose of the Schooling Core is to assist 
doctoral students in learning how to articulate and 
effectively act upon curriculum and instruction 
issues, evaluate curriculum and instruction prac- 
tices, implement planned organizational and in- 
structional change, obtain financial and or- 
ganizational support, and help others de- 
velop innovative ideas, practices and ma- 
terials. Candidates take four courses in the 
Schooling Core: one in Curriculum Theory 
(ED 720 or 873); one in Theories of Instruc- 
tion (ED 421 or 773); one in Educational 
Change (ED 819 or ED 729); and one in 
Program Evaluation (ED 466, 467 or 561). 

The purpose of the Human Resources 
Management Core is to help students un- 
derstand and manage human behavior. This 
includes enabling students to obtain an 



Graduate Arts and Sciences • Education • 3 7 



understanding of administrative and supervisory 
roles, the ability to work with students in all as- 
pects of student affairs, skills in supervising per- 
sonnel, and an understanding of the legal, ethical 
and political ramifications of both organizational 
behavior and one's own behavior within an orga- 
nization. In Human Resources Management, can- 
didates take a total of four courses, one in each of 
the following areas: Administration (ED 450, 755, 
771, or 871); Personnel/Supervision (ED 45 1, 459, 
52 3 , or 95 3); Policy/Law/Ethics/or Politics (ED 456, 
458, 878 or 956); and Human Development/Student 
Affairs (PY 440, ED 653, ED 772, PY 778, ED 
872, or a psychology course). Specific course se- 
lection depends on each candidate's professional 
background and needs. 

The purpose of the Research Core is to provide 
candidates with the basic research skills needed 
to write a dissertation. In the area of Research Skills 
(statistical, historical, qualitative), the departmen- 
tal requirements must be fulfilled. This includes 
Statistics I and Intermediate Statistics (PY/ED 
468 and 469), one course in Research Design (PY/ 
ED 829), and two courses in dissertation prepa- 
ration (customarily PY/ED 951 Dissertation 
Seminar and PY/ED 988 Dissertation Direction). 

Specializations 

Candidates will be expected to develop an exper- 
tise in the area in which they intend to assume 
leadership responsibility. Acquisition of this 
expertise shall include at least six additional 
courses in the area of specialization, to be 
arranged between the candidate and his or 
her advisor, depending upon the 
candidate's performance, background and 
career goals. The three broad areas of spe- 
cialization which are addressed by the doc- 
toral program are described below. 

1 . Educational Administration 

Admissions Advisor: John Savage 
This specialty is for students who aspire to 
leadership roles in educational administra- 
tion and supervision. Specialization is of- 
fered in the areas of Supervisor/Director, 
Principalship, Superintendency , and School 
Business Manager. Specializations also pre- 
pare students to work in administration and su- 
pervision positions in related areas such as busi- 
ness, government, social agencies and other edu- 
cational agencies. 

Professional School Administrator Program 

(PSAP) 

The Professional School Administrator Program 
is a specifically designed doctoral program which 
leads to the Doctor of Education degree. Experi- 
enced school administrators selected for this pro- 
gram meet for five half-days in the first summer 
for a Pro-Seminar, and on the average of two full 
days per month during the fall and spring semes- 
ters plus eight days during the two summers over 
a three-year period, and spend additional time on 
campus for their research and individual confer- 
ences. Eight classes of PSAP students (PSAP I- 
VIII) have entered the program since 1973. 

All of the requirements of the Graduate 
School of Arts and Sciences and the Department 
of Education apply to this program including the 
application procedures. In using the regular ap- 
plication form, applicants are asked to write 



"Professional School Administrator Program" 
under area of concentration. A program brochure 
is available upon request at the Graduate Educa- 
tion Admissions Office, Department of Educa- 
tion, Campion Hall, Boston College, Chestnut 
Hill, MA 02 167. 

2. Higher Education 

Admissions Advisor: Mary Griffin 
This specialty is for people who are currently in, 
or who plan to assume administrative or student 
affairs positions in institutions of higher learning. 
This program includes the development of a 
sound theoretical and conceptual basis for under- 
standing the governance of colleges and univer- 
sities. This is achieved by analysis of practical 
problems, leading to the studies in policy devel- 
opment and implementation. Preparation for a 
wide range of administrative positions at various 
levels is offered, including middle management 
positions within the offices of student personnel/ 
student development, president, vice president, 
and deans of academic and student affairs and in 
public administration, registrar, admissions, and 
financial aid, student development and residence 
life development, alumni and public relations. 

3. Curriculum and Instruction 

Admissions Advisor: Michael Schiro 
This specialty is for people who are cur- 
rently in, or who plan to assume, instruc- 
tional leadership roles in schools, school 
systems, colleges, universities, or other 
related instructional environments. Courses 
and related program experiences are 
planned to develop competencies neces- 
sary in the design, implementation, and 
evaluation of curriculum. There is a comple- 
mentary emphasis on designing strategies 
for effective instruction. Students who are 
interested in working in schools or school 
systems can pursue programs that involve 
developing expertise in several areas of in- 
struction, such as reading, mathematics, 
computers and technology, and science, or 
combinations thereof. Students who desire 
to teach at the college or post-secondary 
levels can pursue specialties such as cur- 
riculum development, teacher education in a sub- 
ject matter area, and teacher development and 
supervision. Students who are interested in work- 
ing in schools or school systems can pursue pro- 
grams that involve developing expertise in several 
areas of instruction such as reading, mathemat- 
ics, special education, computers and technology, 
and science, or combinations thereof. 

Practicum/lnternship 

The Practicum/lnternship is designed for 
those students who need on-site educa- 
tional experiences in an area directly related 
to their specialization. Candidates expect- 
ing to receive certification or to enter a job 
different from the one they have been cur- 
rently performing should complete a 
practicum/internship. The practicum/in- 
ternship will involve working in a leadership 
role in an educational setting similar to the 
one the candidate wishes to enter in the 
future. With approval, candidates who have 
been or who are currently employed in a job 
they want to continue can complete the 



internship within that setting. All candidates (es- 
pecially those seeking certification) must plan 
carefully with their advisors to insure that the 
necessary prerequisites leading to the practicum 
are completed. Students are advised that certifi- 
cation requirements are subject to change by the 
State. 

Dissertation 

Candidates will be expected to write a disserta- 
tion which may be either empirical or non-em- 
pirical in nature. 

COURSE OFFERINGS 

Unless otherwise indicated, courses listed 
in this section are offered in the 1993-94 
academic year. Every attempt has been 
made to indicate when courses that are not 
offered annually will be offered next. 
Courses carry either a "PY", "ED", or "ED/ 
PY" prefix. 

ED 300 Secondary Science Methods (F: 3) 

A survey of several current secondary science cur- 
ricula combined with an individually chosen in- 
depth study of one curriculum project. Students 
will present demonstration lessons to the 
class, utilizing proven science class tech- 
niques and stressing the inquiry approach 
to science teaching. Substantial field work 
required, including experience with high 
school classes and logistical planning for 
field trips in the community. 

George Ladd 

ED 301 Secondary History Methods (F: 3) 

This course will demonstrate methods for orga- 
nizing instruction , utilizing original sources, de- 
veloping critical thinking, facilitating inquiry 
learning, integrating social studies and 
evaluation. Students will be required to 
develop and present sample lessons and 
units. Substantial field work required. ED 
258 or 429 must be taken concurrently. 

The Department 

ED 302 Secondary/Middle School English 
Methods (F: 3) 

This course covers topics and concerns for the 
teaching of English at the secondary and middle 
school levels. Curriculum building, unit and les- 
son plan construction, and the teaching of litera- 
ture, writing, speaking and listening skills are 
among the topics covered. Unless otherwise ap- 
proved, students taking ED 302 must also take 
ED 258 or ED 429 concurrently. 

Edward S?nith 

ED 303 Secondary Language Methods (F: 3) 

A review of recent research in second-lan- 
guage acquisition and its application to the 
secondary school classroom. Emphasis is 
placed on techniques for developing and 
evaluating proficiency in listening, speaking, 
reading, and writing. Students will analyze 
available audio-visual materials (overhead 
transparencies, tapes, films and computer 
software) and learn how to integrate these 
ancillaries into their lesson plans. 

Rebecca Valette 



3 8 • Graduate Arts and Sciences • Education 



ED 304 Secondary Math Methods (F: 3) 

This course is designed to prepare the student for 
teaching in the secondary school. It includes top- 
ics such as classroom practices, lesson planning, 
classroom management and assessment of student 
performance. The responsibility' of the student 
teacher to the cooperating teacher is covered and 
mathematical topics are developed. Presentation 
of units in mathematics is required as is substan- 
tial field work. ED 258 or 429 must be taken con- 
currently. 

The Department 

ED 307 Teachers and Educational Reform (S: 3) 

This course will examine the literature on 
reform of education, paying particular at- 
tention to the role of teachers in the reform 
literature and the implications of reform for 
teaching. It will examine the role of teach- 
ers in restructuring, school-based manage- 
ment, assessment, accountability, and de- 
livery of instruction. 
Not offered 1 993-94. George Madam 

ED /PY 314 Psychology of Self-Control (F: 3) 

An analysis of the philosophical, psychological, 
and sociological aspects of how we control our- 
selves. Such questions as "What does it mean to 
say / control meV and "How does self-control 
change with age?" will be explored. Implications 
for educators and psychologists will also be 
covered.iVor offered 1993-94 

John Dacey 

ED 316 Seminar and Methods in Early 
Education (S: 3) 

This course focuses on the careful design and 
implementation of teaching strategies and cur- 
riculum in early education. Students will partici- 
pate in a seminar at Boston College plus a one- 
day-a-week field pre-practicum. Students will 
have concrete experiences in developing a variety 
of teaching strategies and will be video-taped us- 
ing these strategies. There will be a particular 
focus on teaching critical thinking during the 
early years. Workshops on curriculum areas ap- 
plicable to the learning environments of young 
children will be presented in the seminar includ- 
ing such areas as the arts, communication skills, 
health, and physical education. 

Beth Casey 

ED/PY 319 Psychology and Education of 
Creative People 

This course will consider psychological as- 
pects of four areas of creative activity: 
personality, productivity, mental processes, 
and physiological processes. 
Not offered 1993-94 John Dacey 

ED 323 Reading and Special Needs Instruction 
in the Middle and Secondary School (S: 3) 

A course that includes principles and practices of 
developmental and remedial reading instruction 
and special needs teaching at the middle and se- 
nior high school levels. There will be particular 
emphasis on teaching reading in content areas. 
May require field-based assignments. 

The Department 



ED/PY 336 Adult Human Development in 
Modern Organizations (S: 3) 

This course presents theories and approaches in 
Human Development in modern quality-oriented 
organizations. The concepts of Customer-Driven 
Quality; Leadership, Continuous Improvement, 
Fast Response, Action Based on Facts, Data and 
Analysis, and Participation by all Employees will 
be presented along with the quality improvement 
tools needed to achieve these results. Tools such 
as Flow Charting, Fishbone Diagramming, 
Scatterplots, Run Charting and Control Chart- 
ing will be presented. Regression and Design of 
Experiments will be introduced. Ronald Nuttall 

ED 349 Sociology of Education (S: 3) 

A broad survey of the field of sociology of 
education that starts with a brief discus- 
sion of human behavior and then considers 
individuals, groups, and communities. The 
course will deal with family, classroom, 
school, and community interactions, both 
in terms of how they influence the child and 
how educators can respond to these fac- 
tors. Ted l.K. Youn 

ED 355 Ethical and Moral Dimensions of 
Administrative Decision Making 

School administrators have long recognized the 
ethical dimensions of their decisions. They inevi- 
tably deal with a diversity of people: staff, faculty, 
children, parents, and community agents. The 
course, while synthesizing the growing literature 
on the topic, will treat the practical aspects of the 
subject. Participants will be asked to bring to class 
some very concrete examples of the moral dilem- 
mas they are facing daily. Not offered 1993-94 

The Department 

ED 361 History of Western Education I (S: 3) 

Beginning with classical Greek education, this 
course surveys the principal cultural and educa- 
tional movements to the advent of the Renais- 
sance. The Department 

ED 367 Computer Languages for Educators 

(S:3) 

An introduction to computers, computer lan- 
guages and their applications in education. The 
origins, development and workings of computers 
will be reviewed. Current hardware and software 
systems will be described and demonstrated. Stu- 
dents will develop algorithms for the solution of 
elementary problems and will program their so- 
lutions using BASIC. Brief attention will also be 
given to the Logo and Pascal languages. 

John A. Jensen 

ED 374 Management of the Behavior of 
Students with Severe Special Needs (F: 3) 

The focus of this course is on the principles and 
practices of applied behavior analysis as they re- 
late to the education of students with severe spe- 
cial needs. Students will be exposed to principles 
of reinforcement, management programs for in- 
creasing and decreasing the frequency of behav- 
iors, schedules of reinforcement, and ethical and 
responsible use of applied behavior analysis pro- 
cedures. Alec F. Peck 

ED 380 Functional Implications of Vision 
Pathology (F: 3) 

This course examines the educational im- 
plications of visual dysfunction. Structure 



and function of the visual system including the 
neural pathways are examined as a basis for un- 
derstanding the limitations imposed on the indi- 
vidual by specific visual disorders. Course assists 
students in the interpretation of ophthalmic and 
optometric evaluations for individualized educa- 
tional program planning with students who are 
visually impaired. An overview of systems for vi- 
sion stimulation, sight utilization and perceptual 
motor training is included. The Department 

ED 384 Teaching Strategies for Students with 
Multiple Disabilities (F: 3) 

This course is designed to assist the stu- 
dent in acquiring and developing knowledge 
in severe, multiple disabling conditions, in- 
cluding deaf-blindness, and the implications 
for teaching and learning. Areas of empha- 
sis are the development and use of func- 
tional curricula (e.g., ecological, commu- 
nity-based, transitional, applied academic); 
the effective teaching of students with 
medical needs and physical needs; and 
strategies of placing students in least re- 
strictive environments. 

The Department 

ED 386 Introduction to Sign Language and 
Deafness (F: 3-S: 3) 

A course in the techniques of manual communi- 
cation with an exploration of the use of body lan- 
guage and natural postures, fingerspelling and 
American sign language. Theoretical foundations 
of total communication will be investigated. Is- 
sues related to deafness are presented. 

The Department 

ED 389 Assessment of Students with Low 
Incidence Disabilities (F: 3) 

The assessment process, including norm-refer- 
enced and criterion-referenced devices for stu- 
dents with severe disabilities is the primary focus 
of this course. Observation schedules, functional 
vision and hearing assessments, and ecological 
inventories are addressed. The relationship of the 
individual education plan (IEP) to the assessment 
process is stressed. The Department 

ED 398 Working with Families and Human 
Service Agencies (S: 3) 

This course emphasizes work with parents 
of children with severe special needs. Top- 
ics include stages of parental acceptance 
of handicapping conditions, transfer out of 
the natural home, chronic sorrow, develop- 
ment of home-based behavior modification pro- 
grams, and preparation of parents as teachers. A 
respite care field experience is required of students 
in the Severe Special Needs program. 

Alec F. Peck 

ED 403 Philosophy of Education (S: 3) 

An introduction to the philosophy of education, 
understood both as a systematic body of thinking 
about teaching and education and, especially, as 
a process of analyzing arguments about teaching 
and education. The Department 

ED 407 Curriculum and Instruction in the 
Secondary School (F: 3) 

This course examines such issues and practices 
related to secondary school teaching as the his- 
tory of secondary education, curriculum theory 
and development, learning styles, classroom dis- 



Graduate Arts and Sciences • Education • 3 9 



cipline, crisis intervention, school organization, 
and models of secondary schooling. The empha- 
sis in the course is on understanding the diversity 
of opinion related to secondary teaching strate- 
gies. Kilburn Cidley 

ED/ PY 414 Learning: Theories, Research and 
Strategies (S: 3) 

Basic principles of learning (overview, defi- 
nitions, research) theories representing the 
associationist and cognitive traditions, 
problem solving and thinking skills. 

John Travers 

PY 415 The Psychology of Adolescence (S: 3) 

An analysis of the psychology and problems 
of the adolescent years. Biological changes, 
value development, the influence of media, 
sexual identity, cultural influences, and re- 
lationships with adults will be discussed. 
Current philosophical and cultural trends will be 
examined in regard to their impact on 
youth. Adolescence in other cultures will be 
discussed in order to provide a better per- 
spective on American youth. Accounts of 
adolescence from literature will be used to 
supplement theory. William Kilpatrick 

PY 4 1 6 Child Psychology (F: 3) 

Child development is presented as a continuous, 
complex process involving the interaction of a 
biological organism with its physical, psychologi- 
cal and social environment. Normal development 
from conception to adolescence is discussed 
within the framework of contemporary theories 
of child growth. John Travers 

PY 41 7 Adult Psychology (F: 3) 

Life cycle theory; psychological needs; 
physiology; inter-personal relations; an- 
drogyny; sex roles and sexuality; vocational needs; 
family life; integrity and aging; facing death real- 
istically. The Department 

PY 418 Applied Developmental Psychology - 
Emphasis on Child (F: 3) 

This course will help teachers understand 
principles of learning and cognitive, linguis- 
tic, social and affective development as 
they apply to classroom practices. It will 
focus on the acquisition of strategies that enable 
teachers to assess and understand how they and 
their students are constructors of meaning. This 
course is designed for individuals beginning their 
professional development in education who plan 
to work with children. The Department 

ED 419 Student Teaching-Early Childhood 
(F, S: 6) 

A semester field assignment (300+ clock 
hours) five full days per week for graduate 
students in the final semester of the early 
childhood program. Placements are made in 
selected area, international, or out-of-state 
schools and non-school sites. Students are 
assigned to a full-day experience in an early 
childhood classroom. Prerequisites include 
successful completion of all required pre- 
practicum field assignments and courses. Appli- 
cation to the Field Office must be made the se- 
mester preceding the practicum: by November 1 
for spring practica and by March 15 for fall 
practica. 

Field Office Director 



ED 420 Student Teaching — Elementary School 
(F, S: 3-6) 

Prerequisite: ED 429 

A semester field assignment (300+ clock 
hours) five full days per week for graduate stu- 
dents in the final semester of the elementary edu- 
cation program. Placements are made in selected 
area, international, or out-of-state schools and 
non-school sites. Students are assigned to a full- 
day experience in an elementary classroom. Pre- 
requisites include successful completion of all 
required pre-practicum field assignments and 
courses. Taken concurrently with ED 596 or ED 
528. Application to the Field Office must be made 
the semester preceding the practicum: by Novem- 
ber 1 for spring practicums and by March 15 for 
fall practica. Field Office Director 

ED 421 Theories of Instruction (F: 3) 

An in-depth review of modern instructional mod- 
els classified into selected "families" with regards 
to their perception of knowledge, the learner, 
curriculum, instruction, and evaluation. Each stu- 
dent will be asked to survey models purported in 
his/her own field(s) and to select, describe, and 
defend a personal theory in light of today's edu- 
cational settings. George T Ladd 

ED 422 Internship in Teaching, Secondary (F, S: 3) 

A semester field assignment (300+ clock 
hours) five full days per week for employed 
professionals at the secondary school level. 
Prerequisites include successful completion 
of all required pre-practicum field assign- 
ments and courses. Application to the Field 
Office must be made the semester preced- 
ing the practicum: by November 1 for spring 
practicums and by March 15 for fall practica. By 
arrangement. 

Field Office Director 

ED 426 Music, Art and Movement (F: 3) 

Music theory and practice, art principles and strat- 
egies for teaching physical education are pre- 
sented with a practical focus for elementary teach- 
ers. This course utilizes a hands-on approach and 
reinforces and extends the prepracticum field ex- 
perience. Not offered after Fall 1993. 

The Department. 

ED 427 Internship in Severe Special Needs 
(F, S: 3-6) 

A field assignment for employed professionals in 
the final semester of the severe special needs pro- 
gram. Prerequisites include permission of the 
program coordinator and successful completion 
of all required pre-practicum field assignments 
and courses. Application to the Field Office must 
be made the semester preceding the internship: 
by November 1 for spring internships and by 
March 15 for fall internships. Performance will 
be evaluated in accordance with the standards set 
by the Massachusetts Department of Education. 
Prior to the beginning of the internship experi- 
ence, students will meet the faculty supervisor to 
identify objectives and expectations to be 
achieved. By arrangement. 

Field Office Director 

ED 428 Student Teaching Secondary School 

(F: 3-S: 6) 

A semester field assignment (300+ clock hours) 
five full days per week for graduate students in the 



final semester of the secondary education pro- 
gram. Placements are made in selected area, in- 
ternational, or out-of-state schools and non- 
school sites. Students are assigned to a full-day 
experience in a secondary classroom. Prerequi- 
sites include successful completion of all required 
pre-practicum field assignments and courses. ED 
472 must be taken concurrently, unless waived by 
the program coordinator. Application to the Field 
Office must be made the semester preceding the 
practicum: by November 1 for spring practica and 
by March 1 5 for fall practica. Field Office Director 

ED 429 Graduate Field Lab (F, S: 1) 

A day-a-week pre-practicum field lab for gradu- 
ate students in the early childhood, elementary, 
secondary, moderate special needs, severe special 
needs, and reading specialist programs. The pro- 
gram descriptions above list the courses which 
relate specifically to this pre-practicum field as- 
signment and which the lab normally accompa- 
nies. Placements are made in selected 
school and teaching-related sites. Applica- 
tion must be made to the Field Office the 
semester preceding the lab: by November 
30 for spring labs and by April 15 for fall 
labs. Field Office Director 

ED 430 Exploring Science and Social Studies: 
Early Childhood and Elementary (S: 3) 

Current issues, teaching methodologies, 
models and materials in science and social 
studies at the elementary and early child- 
hood levels will be discussed and related to theo- 
ries of learning. Not offered after 1993-94. 

Joan C. Jones 

ED 435 Social Contexts of Education (S: 3) 

Education is influenced by the social contexts in 
which it takes place. This course focuses on three 
social contexts which influence classroom 
practice in a variety of important and overlapping 
ways: 1) the specific classroom; 2) the family, 
school, and community; and 3) the society and 
culture. The course, intended for individuals ad- 
vanced in their professional development, will 
examine how social contexts affect teacher deci- 
sion-making and practice. The Department 

ED 436 Curriculum Theories and Practice (S: 3) 

This course asks teachers to analyze the philo- 
sophical underpinnings of educational practices. 
It also asks teachers to examine their own philoso- 
phies of education and to construct meaning and 
practice from the interplay between their beliefs 
and alternative theories. This course is designed 
for individuals advanced in their professional de- 
velopment. The Department 

ED 437 Clinical Seminar: Teacher As Researcher 

This course will provide a context where teach- 
ers can discuss experiences they encounter dur- 
ing their full practicum. It will also help teachers 
learn how to be teacher researchers by 1) intro- 
ducing them to different types of research, 2) 
helping them develop teacher research skills, and 
3) introducing them to ways of creating linkages 
to a larger group of colleagues. This course is 
designed for individuals participating in their full 
practicum. 
Not offered until 1 994-95. The Department 



4 



Graduate Arts and Sciences • Education 



ED 438 Instruction for the Special Needs of 
Diverse Learners (F: 3) 

This course will help teachers recognize and re- 
spond to the special needs of diverse learners. The 
opportunities that these provide for teachers and 
the ethical choices teachers face as they deal with 
classroom diversity will be addressed. The course 
will focus on the processes of classroom assess- 
ment, instruction, and organization. The course 
is designed for individuals beginning their profes- 
sional development in education. 

The Department 

PY 440 Principles and Techniques of 
Counseling (F: 3) 

An introduction to counseling principles and 
techniques with an emphasis on interviewing 
skills. The areas of communication skills, assess- 
ment, and treatment planning within a helping 
model will be emphasized. In addition, group 
counseling, counseling culturally different 
populations, as well as legal and ethical di- 
mensions of the profession, will be dis- 
cussed. Skills training will involve the use of 
role playing, observation, and practice com- 
ponents. Open to counseling psychology 
majors only. James Mahalik 

PY 443 Counseling Theory and Practice with 
Children (S: 3) 

An introduction to the theories and prac- 
tices of individual and group counseling with 
children. Implication of theories for alterna- 
tive interventions including parenting, prevention 
and consultation will also be covered. Practical 
and ethical issues related to child treatment, prob- 
lems in evaluating therapeutic outcome, and con- 
siderations of cultural and environmental diver- 
sity, gender, and exceptionality in developing in- 
terventions are addressed. Maureen Kenny 

PY 444 Comparative Personality Theories (F: 3) 

This course will discuss the major theoretical ori- 
entations to the study of normal personality de- 
velopment. Psychoanalytic, self psychology and 
object relations theory, methodological and cog- 
nitive behaviorism, humanistic and constructive- 
developmental theory are examined. Contribu- 
tions of race, gender and social class to personal- 
ity are discussed. This course serves as a founda- 
tional course for counseling psychology students. 

The Department 

PY 445 Clinical Child Psychology (S: 3) 

This course is an introduction to the theory and 
research that provide the context for understand- 
ing the socio-emotional problems of children. 
Particular emphasis on the role of risk and pro- 
tective factors as they contribute to 
children's resilience and vulnerability to 
childhood problems. Implications for clini- 
cal practice will constitute a major focus of the 
course. The Department 

PY 446 Counseling Theory and Process (S: 3) 

Prerequisite: PY 440 or equivalent 

This course is an introduction to counsel- 
ing orientations with an emphasis on the 
major models within the field. Specifically, theo- 
retical foundations, client and counselor dimen- 
sions, techniques, and the active ingredients of 
change will he explored in each model. Class for- 
mat includes lecture/discussion, small group ex- 



ercises, and analysis of case material from some 
of the originators of several leading counseling 
orientations. James Mahalik 

PY 447 Applied Developmental Psychology - 
Emphasis on Adolescent (F: 3) 

This course will help teachers understand prin- 
ciples of learning and cognitive, linguistic, social 
and affective development as they apply to class- 
room practices. It will focus on the acquisition of 
strategies that enable teachers to assess and un- 
derstand how they and their students are con- 
structors of meaning. This course is designed for 
individuals beginning their professional develop- 
ment in education who plan to work with 
adolescents. The Department 

PY 448 Career Development (F, S: 3) 

This course is an introduction to the psy- 
chology and sociology of work and career 
choice, and career development theory and re- 
search from childhood through adulthood. 
Exposure to counseling strategies, career 
planning resources, and program develop- 
ment in various educational and agency set- 
tings. 

The Department 

ED 450 Introduction to Educational Administration 

(F:3) 

This is the first course for students whose major 
is educational administration and supervision. 
The course acquaints students with perspectives 
in educational administration and supervision 
over the past twenty-five years, the roles of ad- 
ministrative personnel, the process of administra- 
tion, leadership behavior, policy formation, and 
the organization and control of American Edu- 
cation. The course is appropriate as an elective for 
teachers and other support personnel. 

Joseph O'Keefe 

ED 451 Personnel Administration (S: 3) 

This course is designed for school personnel pre- 
paring for or currently in supervision positions. 
The major objective of the course is to provide 
an understanding of the principles, policies, and 
practices related to procurement, development, 
maintenance, and utilization of human resources 
as they apply to school systems. Ralph Edwards 

ED 452 School Finance (F: 3) 

The course will place major emphasis on a study 
of problems and issues related to school finance 
at federal, state, and local levels. The course will 
include an examination of local sources of revenue 
for schools and the distribution of local aid from 
the state and federal categorical aid programs. 

The Department 

ED 453 The Elementary School Principalship 

(S:3) 

This course will examine the role and functions 
of the principal. Current and recent developments 
in school effectiveness, professional growth, and 
staff evaluation will be addressed. Case studies will 
highlight administrative style, and outside forces 
which influence decision making will be studied. 
Projects to meet individual needs will be assigned. 
This course is designed for experienced teachers. 

Ralph Edwards 



ED 454 The Junior High and Middle School 
Principalship (S: 3) 

This course will examine the role and functions 
of the principal. Current and recent developments 
in school effectiveness, professional growth and 
staff evaluation will be addressed. Case studies will 
highlight administrative style and outside forces 
which influence decision making will be studied. 
Projects to meet individual needs will be assigned. 
This course is designed for experienced teachers. 

Ralph Edwards 

ED 455 The Secondary School Principalship 

(S:3) 

This course will examine the role and func- 
tions of the principal. Current and recent de- 
velopments in school effectiveness, profes- 
sional growth and staff evaluation will be 
addressed. Case studies will highlight ad- 
ministrative style, and outside forces which 
influence decision making will be studied. 
Projects to meet individual needs will be as- 
signed. This course is designed for experi- 
enced teachers. Ralph Edwards 

ED 456 Legal Aspects of Educational 
Administration (F: 3) 

A survey of current legal concepts concern- 
ing the rights, duties and liabilities of school 
personnel in relation to their employing 
educational agency, their colleagues, their 
pupils, parents, and the general public. The 
major focus is on the legal status of the classroom 
teacher and the school administrator. Use is made 
of case studies in educational law. This course is 
designed primarily for teachers, supervisors, and 
practicing or prospective administrators. 

Charles F. Smith , Jr. 

ED/PY 460 Interpretation and Evaluation of 
Research (F, S: 3) 

A course designed to improve the Master's 
student's understanding of the research lit- 
erature in Education. The course concen- 
trates on the development of the under- 
standings and skills needed by the compe- 
tent reader of research reports. Emphasis 
is placed on the accurate interpretation of 
statistical data and on the evaluation of 
published research. This course does not 
fulfill the doctoral requirement. 

John A. Jensen 

ED/PY 462 Construction of Achievement Tests 

(F:3) 

The major problems of educational measurement, 
with emphasis on the characteristics, administra- 
tion, scoring, and interpretation of formal and 
informal tests of achievement with practical ap- 
plication to classroom use. Basic techniques of test 
construction. The Department 

ED 463 A Contemporary Issue: Human Values 
and Ethics in Education (S: 3) 

Ten years ago, the president of Harvard Univer- 
sity published an article entitled "Can Ethics be 
Taught?" He concedes that ethics courses might 
make students more aware of the human values 
that underlie moral principles. Ethics courses 
might equip students to reason carefully in apply- 
ing such moral principles to concrete cases. His 



Graduate Arts and Sciences • Education • 4 1 



conclusion: "Surely the experiment is worth try- 
ing." This course will be an exercise in that ex- 
periment. It will synthesize the growing literature 
treating the necessity of teaching moral principles 
and human values in our educational system. It 
will also treat the practical aspects of the subject. 
Participants are asked to bring to class some very 
concrete examples of the moral dilemmas they are 
facing daily in their classroom/school. 

The Department 

PY 464 Intellectual Assessment (F, S: 3) 

Prerequisite: Permission of instructor 

A critical analysis of measures of intellectual 
functioning, with a focus on the Wechsler scales. 
This course is designed to develop proficiency in 
the administration, scoring and interpretation of 
intelligence tests and communication of assess- 
ment results. In addition, critical questions re- 
garding the use of those instruments, including 
theories of intelligence, ethics of assess- 
ment, and issues in the assessment of cul- 
turally diverse, bilingual and disabled chil- 
dren, are addressed. Limited to 15 students 
per section. Counseling Students must sign up for 
course in the departmental office four months in 
advance of enrollment. 

Maureen Kenny 
Donna Moilanen 

PY 465 Group Psychological Tests (S: 3) 

An introductory course in theory, selection, and 
use of standardized aptitude, ability, achievement, 
interest, and personality tests in the counseling 
process. Measurement concepts essential to test 
interpretation. Experience in evaluating 
strengths, weaknesses and biases of various test- 
ing instruments. Laboratory experience in admin- 
istration, scoring, and interpretation of psycho- 
logical tests. Kenneth Wegner 

ED 466 Models of Curriculum and Program 
Evaluation (F: 3) 

An intensive study of the leading models of 
program and curriculum evaluation, includ- 
ing those of Tyler, Stake, Scriven, Provus, 
Stuffelbeam and AJkin. Their strengths, 
weaknesses and applications for various 
types of curriculum and program evaluation 
will be stressed. Each evaluation model will 
be examined in terms of the purpose, key 
emphasis, the role of the evaluator, rela- 
tionship to objectives, relationship to de- 
cision making, criteria and design. 

Joseph Pedulla 

ED 467 Practical Aspects of Curriculum and 
Program Evaluation 

Prerequisite: ED 466 or consent of instructor 

This course will cover the basic steps involved 
in planning and carrying out a program evalua- 
tion. Topics covered will include identification 
and selection of measurable objectives, choice of 
criteria instruments, use of various scores, com- 
mon problems, out of level testing, analysis of 
data, interpretation and reporting of data, bud- 
geting. Standards for program evaluation will also 
be covered. 
Not offered 1993-94 The Depaitment 

ED/PY 468 Statistics I (F: 3) 

An introduction to descriptive statistics. Topics 
include methods of data summarization and pre- 



sentation, measure of central tendency and vari- 
ability, correlation and linear regression, the nor- 
mal distribution, probability, and an intro- 
duction to hypothesis testing. Computer 
instruction in the VAX operating system 
and SPSS statistical package are scheduled 
as a laboratory component of the course. 

John Jensen 
Laiiy Ludlow 

ED/PY 469 Intermediate Statistics (S: 3) 

Prerequisite: ED/PY 468 and computing skills with 
the VAX operating system and the SPSS statisti- 
cal package, e.g. ED/PY 470. 

This course is a direct continuation of ED/PY 
468 and the computing files built by the student 
in ED/PY 468 are used in ED/PY 469. Topics 
include tests of means and proportions, 
partial and multiple correlations, chi-square 
goodness-of-fit and contingency table 
analysis, multiple regression, analysis of 
variance with planned and post hoc com- 
parisons, analysis of covariance, and elements of 
experimental design. 

Larry Ludlow 

ED/PY 470 Statistics Laboratory (F: 1 ) 

This lab is designed for students who wish 
to enroll in ED/PY 469 but do not have the 
necessary computer analysis expertise to 
meet that prerequisite for ED/PY 469. In 
general, doctoral students who have had an 
introductory statistics course elsewhere 
that did not include the use of SPSS and the 
VAX operating system would need to en- 
roll in this course. Students enrolled in ED/ 
PY 468 should not enroll in this course. 

The Department 

ED 472 Secondary School Pre-Practicum and 
Seminar (F, S: 1) 

Seminar taken concurrently with the secondary 
practicum for provisional certification. Topics 
include professional relationships, problem-solv- 
ing, examination of issues through case studies, 
and the development of a reflective approach to 
professional growth. Kilburn Culley 

ED 474 Models of Teaching 

This course is designed to introduce the four 
families of models, as described by Joyce and 
Weils in Models of Teaching: personal models, 
social models, information processing models, 
and behavioral models. 
Not offered 1993-94 The Department 

ED 475 Applied Behavioral Analysis (S: 3) 

This course deals with the application of behav- 
ioral principles with seriously disturbed and se- 
verely mentally retarded students. Students are 
required to establish, implement, and evaluate 
behavioral programs for seriously handicapped 
children. Videotaped sessions provide opportu- 
nity for analysis and feedback. A heavy emphasis 
is placed on data-based analysis of student and in- 
structor performance. ED 374 or an equivalent 
course is a pre-requisite to enrollment. This 
course requires a heavy field-based component. 

Alec Peck 



ED 485 Individuals with Learning and Behavior 
Problems (F: 3) 

This course examines instructional and behavioral 
issues faced by teachers of students with special 
needs at a time when these students are rapidly 
becoming integrated into regular education 
classes. It defines roles played by special educa- 
tion teachers within and across the continuum of 
services currently available to special needs stu- 
dents in most school districts. The course presents 
a cross-categorical perspective of students who are 
still labeled, in many states, as mentally retarded, 
emotionally disturbed, or learning disabled, and 
it discusses the impact of federal and state court 
decisions on special and general education prac- 
tices. 

John Junkala 

ED 486 Braille Skills for the Visually Impaired 

(S:3) 

Students learn to read and write Grade II literary 
Braille (visually). Emphasis is on reading readi- 
ness, teaching strategies for Braille reading and 
writing, and materials preparation and adaptation. 
Students are also acquainted with automated 
braille transcription using BEX for Apple, 
Duxbury for DOS and Macintosh OS. This 
course requires field-based assignments in Braille 
transcription. The Department 

ED 487 Blindness and Visual Impairment (F: 3) 

This is a first course in the study of individuals 
with visual disabilities. The first half of the course 
examines the evolution of services in terms of 
quality and effectiveness. The second half of the 
course focuses on psychosocial development and 
adjustment. The intent of professional style of 
service delivery. Richard Jackson 

ED 488 Theories and Strategies for Teaching 
Emotionally Complex Students (S: 3) 

This course examines the complex needs of 
students with emotional or behavioral dis- 
abilities and develops understanding of best 
practice strategies. A study of high inci- 
dence and low incidence disorders will lead 
to the development of skills reported as 
effective in reducing both the incidence and 
consequences of such disabilities. Empha- 
sis will be on teaching and learning practices 
and will focus on classroom-based strate- 
gies in determination of primary and sec- 
ondary problems, that can lead to positive 
conflict resolution. Philip DiMattia 

ED 492 Organization and Administration of 
Services for Individuals Who Are Deaf-Blind or 
Multiply Disabled (S: 3) 

The histories of deaf, blind, and deaf/blind 
services are presented. Various etiologies 
of deaf-blindness are discussed along with 
their implications for intervention. Legisla- 
tion and litigation relating to special ser- 
vices for persons with multiple disabilities 
are overviewed. Several guest speakers rep- 
resenting various agencies and organizations serv- 
ing individuals who are deaf-blind present in this 
course. By arrangement. 

The Department 



42 • Graduate Arts and Sciences • Education 



ED 494 Language Acquisition (F: 3) 

This course will investigate the way in which 
normal children acquire the sounds, structures 
and meanings of their native language from birth 
to early childhood. The stages of language acqui- 
sition will be discussed in light of 1) the organi- 
zation and description of adult language, 2) bio- 
logical and cognitive development and 3) univer- 
sal and individual patterns of development. Dis- 
cussion of theoretical issues in language acquisi- 
tion will be supplemented with representative data 
samples from each stage of development 
in an attempt to determine which of the 
theories best accounts for the data. 
Not offered after 1993-94 Polly Ulichny 

ED 501 Handicapped Internship — Moderate Special 
Needs (F, S: 3) 

A field assignment five full days per week for 
employed professionals in moderate special needs 
education. Prerequisites include successful 
completion of all required pre-practicum 
field assignments and courses. Application 
to the Field Office must be made the se- 
mester preceding the internship: by Novem- 
ber 1 for spring and summer internships and 
by March 15 for fall internships. 

Field Office Director 

ED 502 Handicapped Internship — Generic 
Educator (F, S: 3) 

A field assignment five full days per week 
for employed professionals in generic spe- 
cial needs education. Prerequisites include 
successful completion of all required pre- 
practicum field assignments and courses. 
Application to the Field Office must be 
made the semester preceding the intern- 
ship: by November 1 for spring internships 
and by March 15 for fall internships. 

Field Office Director 

ED 504 Moderate Special Needs Field 
Practicum (F, S: 3) 

A field assignment five full days per week for 
graduate students in the final semester of the 
moderate special needs education program. Stu- 
dents are assigned to a full-day experience in a 
moderate special needs setting. Prerequisites in- 
clude successful completion of all required pre- 
practicum field assignments and courses. Appli- 
cation to the Field Office must be made the se- 
mester preceding the practicum: by November 1 
for spring and summer practica and by March 1 5 
for fall practica. Field Office Director 

ED 505 Student Teaching: Visually Impaired 
(F, S: 3) 

This experience is designed to acquaint the stu- 
dent with the multiple responsibilities of the 
teacher/consultant in school settings. The intent 
is to place students in a supervised situation which 
enables the development of competencies as a 
teacher/consultant. This is typically a full-time 
placement often weeks' duration in compliance 
with NCATE standards developed by DVH/ 
CEC. Students also participate in a biweekly 
seminar examining topics related to clinical prac- 
tice. Field Office Director 

ED 515 Seminar in Moral Education (F: 3) 

Topics will include theories of moral growth and 
moral education, moral education and sex educa- 



tion curriculums, the influence of stories on char- 
acter formation, the relation of morality to reli- 
gion, and the debate over values versus virtue. 
Not offered 1993-94 

William Kilpa trick 

ED 520 Teaching Mathematics and Technology 

(F:3) 

This course presents (1) methods and materials 
useful in teaching mathematics to early childhood 
and elementary school children and (2) the dif- 
ferent ways in which technology can be used in 
the classroom. The course will consider the teach- 
ing of mathematics and the use of technology 
from both theoretical and practical perspectives. 
The course will include a laboratory experience 
each week. Michael Schiro 

ED 523 Administrative Supervision (F: 3) 

The course is designed for school personnel 
preparing for or currently in supervisory positions 
such as principals, supervisors, department heads, 
and team leaders. It deals primarily with supervi- 
sion of teachers at various school levels. 

Joan C. Jones 

PY 528 Multicultural Issues (S: 3) 

This course is designed to assist counseling psy- 
chology students in becoming more effective ser- 
vice providers in their work with persons from 
different ethnic and social class backgrounds, as 
well as with gay and lesbian clients. Specifically, 
it is designed to increase awareness of the social- 
ization process within particular ethnic groups, to 
extend the knowledge base of the socio/political 
and historical experiences of selected ethnic mi- 
nority groups in the United States, and to expand 
the repertoire of counseling skills that are neces- 
sary to one's becoming a competent, effective 
multicultural practitioner. The course will also 
provide a review of the literature in the field of 
cross-cultural psychology and increase students' 
awareness of the issues involved in conducting 
research in this area. Elizabeth Sparks 

PY 529 Psychology of Drug and Alcohol Abuse 

This course is designed for the student who 
is interested in study of both the theoreti- 
cal and applied aspects of alcohol and sub- 
stance abuse. The course will focus on the 
psychological, physiological, sociological 
and economic aspects of addiction in society. 
Not offered 1 993-94. The Department 

ED 542 Teaching Reading and Language Arts 
(F:3) 

This course examines the nature of oral and 
written language learning and development 
within a variety of theoretical and instruc- 
tional perspectives. Topics include ap- 
proaches to beginning reading, reading 
strategies, writing processes, second lan- 
guage learners, interrelationships of lan- 
guage areas, assessment, and research that impacts 
on classroom reading and writing instruction. 

John F. Savage 
Lea McGee 

ED/ PY 543 Psycho-Educational Prescriptions 

(S:3) 

The focus is on techniques of synthesizing psy- 
chological and educational information into an 
effective, individually appropriate educational 



plan for children with special needs. Individual 

case study methods will be utilized. 

Not offered 1993-94 The Department 

ED 546 Theories of Instruction and Teaching 
About the Natural World. (S:3) 

This course will present ways in which science, 
health, and physical education can be taught in 
elementary schools. In doing so, it will consider 
them in a context of integration with one another 
and with other areas of the curriculum. Basic prin- 
ciples of instructional theory will be presented and 
all experiences will be set within the parameters 
of the four principle families of instructional 
theory: behavioral, personal, social and informa- 
tion processing. Each student will be asked to 
examine his or her own preferred practices as they 
establish learning environments in the classroom. 

George Ladd 

ED 548 Teaching Social Sciences and the Arts 
(F, S: 3) 

This course will examine the major educational 
policies that have been influential in shaping 
teaching in the past fifty years. The major tech- 
niques and materials for teaching the social sci- 
ences and the arts will be introduced, paying par- 
ticular attention to hidden curriculum aspects 
related to the selection of teaching strategies and 
instructional materials. The Department 

PY 549 Psychopathology (F, S: 3) 

Prerequisite: PY 444 or equivalent 

This graduate course examines selected 
DSM-IIIR disorders and considers diagnos- 
tic issues, historical changes, theoretical 
perspectives and research. Through case 
examples students will learn to conduct a 
mental status examination and interpret 
various forms of psychopathology. Counsel- 
ing Psychology majors only. 

Elizabeth Sparks 
James Mahalik 

ED 550 Management Use of Computers in 
Education (F: 3) 

What is the present and future role of com- 
puters in educational administration and 
management? In this course, this question 
is addressed in a variety of ways: through 
readings, lectures, discussion, and particu- 
larly through hands-on experience in using 
microcomputers. Students will be given 
experience and assignments concerning word 
processing, telecommunications, databases and 
spreadsheets for educational management pur- 
poses. The machine used in this course by most 
students will be the Apple Macintosh, but for most 
of the assignments, with the instructor's approval, 
other machines and software may be used. No 
prerequisites. Walter Haney 

ED 554 Administration: Theory and Practice 

(S:3) 

The course addresses the tasks of administration, 
research on administrative effectiveness, leader- 
ship styles, administrative decision-making, and 
development of a personal administrative style. 

The Department 

ED 557 The Administrator's Role in Curriculum 
Development (F: 3) 

This course emphasizes models of curriculum 
design, implementation, and evaluation from the 



Graduate Arts and Sciences • Education • 4 3 



perspective of the Catholic School administrator. 
The course examines research on Catholic 
Schools, curriculum development, thinking 
skills, and learning styles. Students have the op- 
portunity to design a values oriented curriculum 
project applicable to their particular settings. Pri- 
marily for Catholic School Leadership Pro- 
gram. The Department 

ED/PY 560 Issues in Testing (S: 3) 

This seminar will examine testing and assessment 
from the perspective and context of the classroom 
teacher. It will consider how classroom realities 
influence the way teachers think about and carry 
out testing and assessment. Peter Airasian 

ED/PY 561 Evaluation and Public Policy (S: 3) 

This course will deal with the conceptual, 
theoretical, and methodological issues un- 
derlying the use of social science research 
and evaluation studies to inform public 
policies at the federal, state, and local levels. 
Not offered 1 993-94 George Madatis 

ED/PY 565 Quantitative Data Collection 
Procedures: Theory and Practice (F: 3) 

Concepts of reliability, validity, measure- 
ment error, sampling error, derived scores, 
norms and other measurement concepts 
are examined in terms of their applicability 
to the development and selection of tests, 
scales, questionnaires, check lists and other 
data collection procedures commonly used 
in educational research. 
Not offered 1 993-94 John A. Jensen 

PY 567 Psychological Assessment of Preschool 
Children 

Individual measures of the psychological devel- 
opment of children from infancy to preschool age 
(3 to 6 years) will be reviewed with emphasis on 
the administration, scoring, and interpretation of 
tests (e.g., Brazelton, Bayley Scales, the Stanford- 
Binet Intelligence Scale and the McCarthy Scales 
of Children's Abilities.) 
Not offered 1 993-94. The Depart went 

ED 569 Expectations and Evidence for 
Educational Technology (S: 3) 

The history and social role of technology in 
American society will be briefly reviewed. 
The course then focuses on several generations 
of educational technology, including science labo- 
ratories, educational television and educational 
computing — and examines expectations and evi- 
dence regarding their educational effectiveness. 
Reasons for the contrasts between expectations 
and evidence will be examined. Students will un- 
dertake a project for the course on some 
aspect of educational technology. The 
project will include both a literature review 
and some kind of research, using historical, 
survey, case study or experimental meth- 
ods. Walter Haney 

ED 577 Elementary Field Internship (F, S: 3) 

A semester field assignment (300+ clock hours) 
five full days per week for employed profession- 
als at the elementary school level. Prerequisites 
include successful completion of all required pre- 
practicum field assignments and courses. Appli- 



cation to the Field Office must be made the se- 
mester preceding the internship: by November 1 
for spring internships and by March 15 for fall 
internships. 

Field Office Director 

ED 579 Educational Assessment of Learning 
Problems (F: 3) 

This course focuses on the development of 
teacher skills in task analysis, informal and formal 
non-discriminating educational assessment, and 
the interpretation of psychoeducational data 
across the range of mildly and moderately 
handicapping conditions. Students admin- 
ister a variety of instruments currently in 
use in elementary and secondary schools. 

Jean Mooney 

ED 580 Teaching the Special Needs Child in the 
Regular Classroom (F: 3) 

This course is designed to give the elementary 
school teacher an understanding of the major in- 
structional needs of mainstreamed special stu- 
dents. Emphasis is given to the role of the teacher 
as observer, manager and instructor. Through the 
prepracticum experience, students develop skills 
in adapting instruction, managing classroom be- 
havior, promoting social acceptance, and coordi- 
nating the classroom learning environment. 
Not offered after 1 993-94 The Department 

ED 586 Curriculum Research Seminar: 
Mathematics and Literacy Education (F: 3) 

This course will explore relationships that might 
exist among the fields of mathematics education 
and literacy education (reading and the language 
arts). Students will both participate in ongoing 
research projects and carry out their own research 
projects. The major content areas that will be 
examined will be the similarities and differences 
between the curriculum materials that exist in lit- 
eracy and mathematics education, the instruc- 
tional procedures advocated for use in the two 
fields, the research traditions of the two fields, and 
the myths that guide practitioners within the two 
fields. 

Michael Schiro 

ED 587 Remedial Strategies (S: 3) 

Prerequisite: ED 579 or the equivalent 

Oriented toward the development of Indi- 
vidual Education Programs (IEP) including 
remediation of basic skills, content area 
modification, cognitive and metacognitive 
learning strategies, and monitoring tech- 
niques. By permission only. Jean Mooney 

ED 588 Curriculum and Instructional Strategies 
for the Visually Impaired (S: 3) 

This course covers special subject matter 
adjustments and the "plus curriculum" of 
special skills for the visually handicapped 
learner. Activities include task analysis of 
special curriculum needs and writing adap- 
tations to regular education curriculum. This 
course includes a prepracticum experience in 
materials adaptation in local public school pro- 
grams. Richard Jackson 

ED 589 Behavior Management Strategies (F: 3) 

A study of the theoretical concepts and practical 
applications involved in classroom management. 
Methods studied include behavior modification, 



Life Space Interviewing, social learning, and Re- 
ality Therapy. 

Alec F. Peck 

ED 592 Foundations of Language and Literacy 
Development (F: 3) 

This course is an introduction and an over- 
view of language and literacy development. 
Contents include basic elements of lan- 
guage acquisition; current theories of nor- 
mal language development; issues related 
to delayed or different language develop- 
ment; the transition from oral to literate lan- 
guage; the impact of cultural variations on 
school-based language performance; an in- 
troduction to bilingualism and second lan- 
guage acquisition for young children and more 
mature language users. Polly Ulichny 

ED 593 Introduction to Speech and Language 
Disorders (S: 4) 

Based on the development of normal children, 
this course will explore dysfunctions of speech and 
language which interfere with normal communi- 
cation and learning processes. Both the evaluation 
of language performance and the remediation of 
language deficits will be stressed. Students with 
prior course work in normal language acqui- 
sition may take this course for 3 credits. 

The Department 

ED 595 Assessment and Instruction for Students 
with Reading Difficulty (S: 3) 

Prerequisite: ED 542 or equivalent. 
This course examines the methods and materials 
related to formal and informal assessment, analy- 
sis and interpretation of the results of assessment, 
and instructional techniques for students with a 
range of reading difficulties. The focus is on the 
needs of students from varied populations, and 
content includes consulting skills and laws related 
to reading and literacy issues. 

Lea McGee 

ED 600 Children's Literature: Reading and 
Writing Across the Curriculum (S: 3) 

This course examines the role of using literature 
and writing across the curriculum. Contents in- 
clude selecting and evaluating literature for chil- 
dren and adolescents, reading and writing 
in content areas, and constructing integrated the- 
matic instructional approaches. 
Not offered 1 993- 94. Lea McGee 

ED 601 Technical Issues in Educational Policy 
Decisions (S: 3) 

Prerequisite: One year of statistics (PY/ED 
468, PY/ED 469) 

Educational policy decisions assume models 
of the teaching and learning processes that are 
derived from educational research and 
theory. Underlying such decisions are tech- 
nical issues that flow from logical analysis 
to understand the potential effectiveness 
of an educational policy. This course will 
explore the technical issues involved in currently 
contemplated policies such as a national test. 
Technical issues will include equating different 
tests, test fairness, test validity, evaluating school 
performance, and standard setting. 
Not offered in 1993-94 

Albeit Beaton 



4 4 • Graduate Arts and Sciences • Education 



ED/PY 604 Secondary Data Analysis (F: 3) 

Prerequisite: One year of statistics (PY/ED 468, 
PY/ED 469) 

Many well-designed and implemented educa- 
tional data bases are now available for secondary 
data analyses. This course will review the 
advantages and disadvantages of using 
such data bases and present methods for 
acquiring and using the data from the Na- 
tional Assessment of Educational Progress, 
the National Longitudinal Study of the Class 
of 1972, the High School and Beyond 
Study, the National Educational Longitudi- 
nal Study of 1988 and other available data bases. 
Not offered 1993-94 

Albert Beaton 

PY 61 1 Learning and Development: The Special 
Needs of Early Learners ( F : 3) 

This course will focus on learning (including be- 
havioral, cognitive, and information processing 
approaches), motivation, and social development, 
incorporating the role of play in the learning and 
development of the young child. Individual dif- 
ferences and the effects of special needs on learn- 
ing and development will be examined and pro- 
gram implications will be discussed. 

Martha Branson 

ED 625 Managing Emerging Technologies 

This is an opportunity to study both the emer- 
gence and evolution of educational technologies 
including newer interactive computer systems, 
satellite delivery systems, and older technologies 
such as broadcast television or the telephone. 
Technologies will be reviewed with emphasis on 
decision making on budget, organization, man- 
power, time, facilities and maintenance as well as 
selection of systems for maximum effectiveness in 
the educational setting. 
Not offered 1993-94 The Department 

PY 640 Seminar in Group Counseling and 
Group Theory (F, S: 3) 

Prerequisite: Consent of instructor. Advance sign 
up in Counseling Psychology Office required. 
Limited to 15 students. 

Students participate in a 9-week experi- 
mental group led by the instructor which 
focuses on group dynamics and the development 
of group norms. The remaining weeks of the se- 
mester involve discussions of the group experi- 
ence and leadership role in the context of small 
group theory and research. 

Bernard O'Brien 

PY 643 Practicum in School Counseling N-9 
(F, S: 3) 

Prerequisites: PY 440, PY 443, PY 448, PY 464 and 
consent of Program Coordinator. Sign up four 
months in advance in Campion 309. 

Open only to Boston College Counseling 
degree students seeking certification in school 
guidance counseling grades N-9. Practicum in- 
volves placement in a comprehensive 
school system half rime in both fall and 
spring semesters. The fall semester in- 
cludes a practicum field experience. Minimum 
hours of practicum are 200 per semester Students 
enroll for 3 credit hours each semester. 

The Department 



PY 644 Practicum in School Counseling, 5-12 
(F, S: 3) 

Prerequisites: PY 440, PY 446, PY 448, PY 465 and 
consent of the Program Coordinator. Sign up four 
months in advance in Counseling Psychol- 
ogy Office. 

Open only to Boston College counseling 
degree students seeking certification in 
school guidance counseling grades 5-12. 
Practicum involves placement in a compre- 
hensive school system half time in both fall 
and spring semesters. The fall semester includes 
a prepracticum field experience. Minimum hours 
of practicum are 200 per semester. Students en- 
roll for 3 credit hours each semester. 

The Department 

PY 646 Internship Counseling I (F: 3) 

Prerequisites: PY 440, PY 446, PY 448, PY 465 and 
consent of the Program Coordinator, Dr. Sandra 
Crump. 

Sign up in Campion 309 four months in ad- 
vance of enrollment. Open only to Boston Col- 
lege Counseling degree candidates. Ordinarily 
this practicum involves a placement in a counsel- 
ing situation during the hours of 8:00 a.m. to 5:00 
p.m. two days per week (Monday through 
Friday). A total of 200 clock hours are required 
for the course. The Department 

PY 647 Practicum/lnternship in School 
Psychology II (S: 3) 

Prerequisite: PY 540, PY 464, PY 547, con- 
sent of the Program Coordinator. 

Second field experience in School Psychology. 
Students will sign up four months in advance of 
enrollment. Students are placed in a comprehen- 
sive K-12 school system under the supervision of 
a practicing, certified school psychologist. 
Placements are in off-campus sites and require the 
student to be available at least two days per week 
during regular school hours (8:00 a.m.-3 :00 p.m.). 
Boston College School Psychology majors only. 

The Department 

PY 649 Health Psychology: Counseling Issues 

(F:3) 

An examination of the role of psychology in the 
health care system from empirical and clinical 
perspectives. The cognitive, emotional and social 
factors that contribute to wellness and illness will 
be addressed. 
Not offered 1993-94 Mary Walsh 

ED 653 Personal Aspects of School 
Administrators (F: 3) 

This course offers the opportunity to reflect on 
various aspects of adult development - personal, 
moral, and spiritual. Theories of Levinson, 
Kohlberg, Gilligan, and Fowler will be explored 
with emphasis on their application to the experi- 
ence of school administrators, in reference to their 
own personal development and the development 
of those for whom they are responsible. 

The Department 

ED 656 Administration of Local School Systems 

(F:3) 

The superintendent of schools has many audi- 
ences — the school board, parents, teachers, com- 
munity, and students, among others. This course 
will examine the relationship of the superinten- 



dent of schools with many publics, through the 
utilization of readings, experiences, field trips and 
visiting lecturers. Ralph Edwards 

PY 662 Projective Assessment (S: 3) 

Prerequisite: Intellectual Assessment 

Theory, administration and interpreta- 
tion of commonly used projective mea- 
sures, including Rorschach, thematic, draw- 
ing, and sentence completion techniques. 
Students will learn how to integrate findings 
from cognitive and personality measures and to 
communicate results in a written report. Critical 
issues in the use of these measures, including ethi- 
cal, psychometric, social and legal concerns will 
be addressed. Case material will be used to illus- 
trate the clinical applications of projective tech- 
niques. Limited to students in Counseling Psy- 
chology. Maureen Kenny 

PY 663 Neuropsychological Assessment (S: 3) 

Emphasis on neuropsychological evaluation. 
Review of central nervous system develop- 
ment covering both structure and function. 
Evaluation techniques for diagnosis of brain 
dysfunction including visual, auditory, mo- 
tor, language processes. Implications of 
these assessments for learning disability 
and emotional functioning. Review of case 
materials. Enrollment limited to 20. Permis- 
sion of instructor required. Irving Hurwitz 

ED/PY 664 Design of Experiments (S: 3) 

Prerequisite: One year of statistics (ED/PY 468, 
ED/PY 469) 

This course will cover topics in experimental 
design including full factorial, fractional factorial, 
use of design matrices, loss functions, and the use 
of variability as dependent variables. 
Not offered 1 993-94 Ronald Nuttall 

PY 665 Personality and Interest Assessment 

(S:3) 

Prerequisite: PY 465 or equivalent 

A review of theories of personality and inter- 
est measurement in counseling. Intensive study of 
the construction, purpose, and interpretation of 
the most commonly used structured personality 
and interest inventories. Laboratory experience in 
use and interpretation of selected inventories. 

Kenneth Wegner 

ED 666 Courseware Authoring 

This course covers the use of computer 
authoring tools to develop educational soft- 
ware. Principles of programmed instruction 
and instructional design will be covered and 
after instruction concerning specific 
authoring tools, students will develop an 
instructional software program using 
HyperCard on the Apple Macintosh or some 
other authoring tool (such as PILOT) on the 
Apple II or IBM-PC machines. 
Not offered 1 993-94 Walter Haney 

ED/PY 667 Introduction to Multivariate 
Statistical Analysis (F: 3) 

Prerequisite: One year of statistics 

This course addresses the construction, inter- 
pretation, and application of linear statistical 
models. Specifically, lectures and computer exer- 
cises will cover simple and multiple regression 
models; matrix operations; parameter estimation 



Graduate Arts and Sciences • Education • 4 5 



techniques; sources of multicollinearity; residual 
analysis techniques; partial and semipartial cor- 
relations; variance partitioning; dummy, effect, 
and orthogonal coding; and analysis of covariance. 

Larry Ludlow 

ED/PY 668 Topics in Multivariate Statistical 
Analysis (S: 3) 

Prerequisite: One year of statistics, and PY/ 
ED 667 or equivalent 

This course provides lectures and ex- 
amples in, and, student analyses address- 
ing multiple group discriminant analysis, princi- 
pal components and common factor analysis, 
multivariate analysis of variance, multidimen- 
sional scaling, and cluster analysis. 
Not offered 1 993-94 Larry Ludlow 

ED/PY 669 Psychometric Theory (S: 3) 

Prerequisite: Two semesters of statistics 
and one semester of test construction 

This course presents a study of theoreti- 
cal concepts, statistical techniques, and 
practical applications in educational and 
psychological measurement. General topics 
include the history of measurement, 
Thurstone and Guttman scales, true-score 
theory and item response theory models. 
Specific topics include Rasch model param- 
eter estimation, residual analysis, item 
banking, equating, and computer adaptive 
testing. Larry Ludlow 

ED 675 Consultation and Collaboration in Education 

(S:3) 

This course presents a conceptual framework for 
educators who work with other adults in consul- 
tative relationships, or as members of child study 
teams, teacher assistance teams, and other prob- 
lem-solving groups within the schools. After 
overviewing a number of theoretical approaches 
to consultation, it focuses on a triadic model (con- 
sultant, mediator, target) as the dynamic for in- 
terpersonal problem-solving. To address the sub- 
stantive content of consultation, the course re- 
views and updates the knowledge base related to 
assessment, instruction, and behavioral manage- 
ment. John Junkala 

ED 685 Multidisciplinary Approach to Mental 
Retardation (F: 3) 

Prerequisite: Consent of the instructor 

Taught by multidisciplinary staff of the De- 
velopment Evaluation Clinic, Children's Hospi- 
tal Medical Center. Considers etiology, study, and 
treatment of retarded children and the coordina- 
tion of community services for their welfare. 
Opened to advanced graduate and post graduate 
students in the professional disciplines serving 
handicapped children. Students are supervised in 
observation and participation in a variety of clini- 
cal activities. Taught at Children's Hospital. 

Jean Zadig 

ED 686 Augmentative Communication for 
Individuals with Disabilities (S: 3) 

This course focuses upon the communication 
problems of individuals who are developmentally 
disabled, physically challenged, hearing impaired, 
and deaf-blind. Students learn how to assess a 
learner's communicative abilities to develop and 



implement a variety of aided and unaided aug- 
mentative communication systems within func- 
tional domain areas (e.g., school, work, commu- 
nity, and leisure) for individuals with severe 
disabilities to effectively communicate. 

The Department 

ED 690 Seminar in Multidisciplinary 
Management Strategies (S: 3) 

Prerequisite: Permission of instructor 

This course presupposes a high level of 
professional competence of each student 
in his or her own discipline. Seminar meet- 
ings chaired by multidisciplinary staff of the 
Developmental Evaluation Clinic, Children's 
Hospital Medical Center. Designed to edu- 
cate representatives of the medical and 
behavioral sciences in the roles played by 
other professions who serve handicapped 
children and their families. Observations and 
participation in the study of selected chil- 
dren are used to develop awareness of and 
appreciation for the contributions of each 
discipline. Taught at Children's Hospital. 

The Department 

ED 700 Language and Literacy: Teacher As 

Researcher (S: 3) 

This seminar investigates methods of inquiry that 
inform researchers and practitioners about lit- 
eracy development in and out of school. 
Students will be required to investigate an 
area of classroom practice and/or literacy 
development using research methods com- 
patible with practitioner conditions. Note: This 
course must be taken simultaneously with ED 725 
or 726. Not offered 1993-94. 

ED 720 Curriculum Theory and Philosophy 

(S:3) 

An advanced-level course in curriculum theory 
covering such issues as ideologies of curriculum 
developers, methods of curriculum development, 
types of curriculum materials, styles of curricu- 
lum evaluation, and theories of the curriculum 
change process. For persons with teaching or cur- 
riculum experience. Michael S. Schiro 

ED 725 Reading Practicum (F, S: 6) 

A field assignment five full days per week 
for students in the Graduate Reading Pro- 
gram. Students are assigned to a full-day 
experience working in a setting in the role 
of a consulting teacher of reading. Candi- 
dates work under the joint supervision of a 
cooperating practitioner and a University 
supervisor. Approval of the Reading Pro- 
gram Coordinator is required. Prerequisites 
include successful completion of all required 
pre-practicum field assignments and 
courses. Application to the Field Office must be 
made the semester preceding the practicum: by 
November 1 for spring practicums and by March 
15 for fall practicums. 

Field Office Director 

ED 726 Reading Internship (F, S: 6) 

A semester field assignment five full days per week 
for professionals employed as consulting teach- 
ers of reading. Approval of the Reading Program 
Coordinator is required. Prerequisites include 
successful completion of all required pre-practi- 



cum field assignments and courses. Application to 
the Field Office must be made the semester pre- 
ceding the practica: by November 1 for spring 
practicums and by March 1 5 for fall practicums. 

Field Office Director 

ED 729 Controversies in Curriculum (S: 3) 

The course examines alternatives to the 
traditional conceptions of curriculum, 
teaching and learning which have arisen 
over the past 20 years. The readings focus 
on four areas: the influence of culture on 
curriculum, critical or radical approaches to 
curriculum, teaching and learning, relation- 
ships between literary and aesthetic theory 
and education and feminist writings on cur- 
riculum, teaching and learning. 

Ralph Edwards 

PY 740 Psychology of Women (S: 3) 

An examination of major theories and re- 
search topics in the field of the psychology 
of women: gender differences; theory and 
research on women's social, affective and 
cognitive development; discussion of social 
context, race and ethnicity of women; 
women's issues and implications for coun- 
seling; methodological issues in conducting 
research in the above areas. Open to doc- 
toral students only in 1993-94. 

Mary Brabeck 

PY 741 Advanced Seminar in Psychopathology 

(S:3) 

A developmental approach to understanding psy- 
chological disorders across the lifespan. The 
course will examine the relationship among the 
social, emotional and cognitive competencies that 
are important to achieving adaptation at each de- 
velopmental level. Consideration of special popu- 
lations, e.g., culturally diverse, homeless, people 
with AIDS. For advanced doctoral students. 

Donna Moilanen 

PY 743 Seminar in Counseling Families (S: 3) 

A study of basic family system theory and 
intervention strategies. Didactic approach 
includes role playing and case presentations. Con- 
current clinical involvement with families is rec- 
ommended. Mary Walsh 

PY 744 Psychology of Aging (S: 3) 

This course is open to Master's and doctoral level 
students who plan to work with an elderly popu- 
lation. A developmental approach to adult tran- 
sitions from young to middle to old age will be 
stressed. Topics will include developmental cri- 
ses of physical change; pre-retirement, post-re- 
tirement issues; alienation, loneliness, grief, de- 
pression, and approaching death. Theories of 
coping and adjustment will be approached from 
a preventative health care perspective. 

The Department 

PY 745 Biological Bases of Behavior (F: 3) 

This course will survey biological influences in a 
number of behavioral areas both normal and ab- 
normal. Genetic, neurological and psycho-physi- 
ological theory and research will be reviewed as 
these apply. Irving Hurwitz 



46 • Graduate Arts and Sciences • Education 



PY 746 Practicum in Counseling Adolescents 
and Adults II (S: 3) 

Prerequisite: PY 646 and consent of the 
Program Coordinator 

This is the first advanced practicum in psycho- 
logical services and counseling with adolescents 
and adults. Students must sign up in Campion 309 
at least four months in advance of registration. 
Placements are in off-campus sites and require the 
student to be available at least two days per week 
(200 clock hours) during normal working hours. 
Boston College Counseling majors only. 

The Department 

PY 747 Prctcticum/lnternship in School 
Psychology III (F: 3) 

Prerequisite: PY 547, PY 647, and the con- 
sent of the Program Coordinator. Students 
must sign up in Campion 309 at least four 
months in advance of registration. 

Students are placed in a comprehensive 
K-12 school system under the supervision 
of a practicing certified school psychologist. 
Placements are in off-campus sites and 
require the student to be available at least 
two days per week during normal working hours 
(8:00 a.m.-3:00 p.m.). Boston College School 
Psychology majors only. The Department 

ED 750 Practicum in Educational Administration 
and Supervision (F, S: 3) 

A guided field experience which enables students 
to meet one of the certification requirements for 
the role of Supervisor/Director, Principal (N-6) 
(5-9) (9-12), Special Education Administrator, 
School Business Administrator, Assistant Super- 
intendent and Superintendent. A practicum is 
needed for each role together with approved re- 
quired courses. The practicum is a minimum of 
1 50 clock hours and will be awarded three gradu- 
ate credits upon successful completion. The prac- 
ticum will be supervised and evaluated by a fac- 
ulty supervisor in collaboration with a cooperat- 
ing practitioner. Students will be assigned clearly 
defined administrative responsibilities for at least 
one-half of the practicum and full responsibilities 
for one or more assignments for a substantial part 
of the practicum. Performance is evaluated using 
Massachusetts Department of Education stan- 
dards. Application for placement must be com- 
pleted by April 1 5 for fall semester placement and 
by November 1 for spring semester placement. 
Prior to beginning of the practicum the student 
is to meet with the faculty supervisor to clearly 
identify objectives and expectations to be 
achieved. By arrangement. Philip DiMattia 

ED 755 Administrative Theory and Leadership 

(F:3) 

This course is designed to study theories of ad- 
ministration and the historical changes that have 
taken place in them during the last fifty years. 
Research behind the theories will be addressed. 

The Department 

ED/PY 763 Rorschach Testing (S: 3) 

Prerequisite: Projective Testing. The clinical use 
of the Rorschach Test for personality assessment 
of children and adults. 

See Boston College Summer Session Catalog. 

The Department 



ED 770 History and Theory of Higher Education 

(F:3) 

The objectives of this course are an understand- 
ing of the evolution, functions, and problems of 
various types of higher education institutions; an 
appreciation of the role of higher education in 
promoting civic, economic and cultural life in a 
free society; an insight into the theoretical issues 
relative to purposes and methods of higher edu- 
cation; and an acquaintance with the major trends 
in college curriculum and instructional practice. 

Edward Power 

ED 771 Organization and Administration of 
Higher Education (F: 3) 

This course is designed to address patterns 
of organization and administration of insti- 
tutions of higher education. Institutional 
characteristics and locus of decision-mak- 
ing will be examined. Mary Griffin 

ED 772 Student Affairs Administration (S: 3) 

An interdisciplinary study and analysis of 
college student services and student devel- 
opment programs in higher education. The 
course will focus on the student affairs pro- 
fession — its history, philosophy, and ethi- 
cal standards, the services it provides, and 
its practitioners. Special attention will be 
given to the relation of theory to contemporary 
student affairs practice. In addition, the course will 
examine how changing forces in the demographic, 
social, legal and technological environment of 
higher education affect fundamental issues in pro- 
fessional practice. The investigation of theory, re- 
search, and current issues in student affairs will 
be supplemented by an overview of student func- 
tions in colleges and universities. Required course 
for all M.A. candidates in Higher Education. 

Karen Arnold 

ED 773 College Teaching (S: 3) 

Planning, organizing, delivering, and evaluating 
learning experiences for college students will be 
examined with special emphasis on research 
findings and new technologies. The Department 

ED 774 The Community-Junior College (S: 3) 

An examination of the history, values, functions, 
and purposes of the community-junior college, 
with attention given to the relationship of the 
community-junior college to higher educa- 
tion and American society. 

The Department 

ED 776 Critical Issues Within Continuing 
Education (F: 3) 

Student demographics and trends for the 
nineties commit institutions to recruiting 
non-traditional students who seek the necessary 
tools to improve the quality of their personal and 
professional lives. Surveying the factors affecting 
this growth include determining organizational 
structure; assessing continuing education units; 
analyzing political complexities; uncovering 
unique adult learning styles and behavior; com- 
mitting funds to adult learning programs; and en- 
couraging cooperation between agencies. The 
comparative advantages of educational 
services offered by libraries, associations, 
businesses, proprietary schools and universities 
will be contrasted. 

James Woods, S.J. 



ED/PY 778 Theories in Student Development 

(F:3) 

An intensive introduction to the theoretical and 
research literature in college student development 
and related interdisciplinary fields. Basic concepts, 
theory, and current research in the field will be 
studied and discussed. Special attention will be 
given to the implications of ethnicity, age, gen- 
der, and other individual differences on the de- 
velopment of students. Required course for all 
students in Higher Education. Karen Arnold 

ED 779 Global and Comparative Systems in 
Higher Education (S: 3) 

This course is a systematic attempt to ex- 
amine how higher education systems are 
organized and governed in a variety of countries. 
Not offered 1993-94. Ted l.K.Youn 

ED 782 Student Teaching: Severe Special Needs 
(F, S: 3) 

A field assignment for professionals in the 
final semester of the severe special needs 
program. Prerequisites include permission 
of the program coordinator and successful 
completion of all required pre-practicum field as- 
signments and courses. Application to the Field 
Office must be made the semester preceding the 
assignment: by November 1 for spring student 
teaching and by March 1 5 for fall student teach- 
ing. Performance will be evaluated in accordance 
with the standards set by the Massachusetts De- 
partment of Education. Prior to the beginning of 
the student teaching experience, students will 
meet the faculty supervisor to identify objectives 
and expectations to be achieved. By arrangement. 

Field Office Director 

ED 783 Internship: Educator of the Visually 
Handicapped (F, S: 3) 

The advanced student in the Educator of 
the Visually Handicapped Program is as- 
signed to a school for teaching/consultant 
experiences under the supervision of the 
cooperating school staff as well as B.C. 
Faculty. By arrangement. 

Field Office Director 

PY 8 1 1 Seminar in Effects of Early Experience 

(F:3) 

This course is divided into two parts, both 
dealing with different types of early expe- 
riences. The first part deals with the recent 
status of heredity-environment controver- 
sies in the areas of race, social class and 
sex differences. The second part involves 
an in-depth analysis of stress factors dur- 
ing the early years. Poverty and methods of early 
intervention are discussed. Family stress factors 
such as divorce and day care are analyzed from a 
family systems approach, and the effects of alter- 
native family-rearing patterns such as single par- 
ent families and step-families are analyzed. 

Beth Casey 

PY 813 Seminar in Social Development and 
Parenting 

This seminar will focus on the social development 
of the child and the influence of parenting vari- 
ables on social development. 
Not offered 1993-94 

Martha Bronson 



Graduate Arts and Sciences • Education • 4 7 



PY 814 Seminar in Psychology of Adulthood 

(S:3) 

Prerequisite: Permission of the instructor 

Topics may include historical and cross-cul- 
tural perspectives, life cycle theory; psychologi- 
cal needs; physiology; interpersonal relations; 
cognitive and moral development; androgyny; 
sexuality; vocational needs; generativity; deviant 
behavior; family life; integrity and aging; facing 
death; and the special educational needs of adults. 
Students will participate in a major research 
project. John Dacey 

PY 817 Seminar in Adolescent Psychology 

Topics discussed may include physical, cog- 
nitive, moral, personality, and interpersonal de- 
velopment. Not offered 1993-94 John Dacey 

ED 819 Educational Change: The 
Communication of Innovations (S: 3) 

Prerequisite: ED 720, ED 914, or consent of in- 
structor 

This course will examine how change that 
effects occupational behavior takes place within 
organizations and individuals as a result of the 
intentional behavioral interventions of change 
agents. 
Not offered in 1993-94 George T. Ladd 

ED/PY 829 Design of Research (F, S: 3) 

This course considers topics pertaining to 
the conduct of research. Topics examined 
will include stating research problems and 
hypotheses, sampling strategies, 

operationalizing variables, ethical concerns 
in conducting research, and the limits of 
research. A large part of the course is de- 
voted to methodological strategies associ- 
ated with varied research designs, including quali- 
tative, historical, single subject, survey, experi- 
mental, quasi-experimental, and correlational. 

The Department 

PY 840 Seminar: Professional Issues in 
Counseling Psychology (F: 3) 

Prerequisites: Consent of Director of Training 

An advanced seminar focusing primarily 
on ethical and legal issues in counseling 
psychology. Topics will also include certifi- 
cation and licensing, accreditation, profes- 
sional identity, the history of counseling 
psychology, and future developments in 
professional psychology. Open to doctoral 
students in counseling psychology only. 

The Department 

PY 841 Seminar in Evaluation and Research in 
Counseling (F: 3) 

Prerequisite: Doctoral students in Counseling Psy- 
chology only. Sign up in the Counseling Psychol- 
ogy office in advance. 

A study of experimental designs in psycho- 
therapy research, uniformity assumptions, pro- 
cess-outcome confusion and criterion measure- 
ments. Methodological approaches include natu- 
ralistic-correlational studies and observations, 
generalist-manipulative and factorial designs as 
well as single case design. An examination of re- 
search on counselor characteristics, client vari- 
ables and treatment approaches. 

Bernard O'Brien 



PY 842 Seminar in Counseling Theory (S: 3) 

Prerequisite: Doctoral students in Counseling Psy- 
chology only. Sign up in Campion 309 in advance. 
An analysis of major theories of counseling 
and psychotherapy. Students will be asked to ex- 
plore these theories from the perspective of their 
position in the history of psychology and in light 
of their current usefulness. The seminar will also 
focus on helping students integrate research and 
counseling techniques into a coherent frame of 
reference for their own work with clients. By ar- 
rangement. Sandra Crump 

PY 843 Seminar in Career Development (F : 3) 

Prerequisite: PY 448 or equivalent. Sign up four 
months in advance in Campion 309. Boston Col- 
lege doctoral students in Counseling Psychology 
only. 

Research methodology and findings related to 
key aspects of career theory and behavior are cri- 
tiqued. Research related to gender differences and 
racial/ethnic issues is also highlighted. 

Donna Moilanen 

PY 844 Seminar in Counseling Supervision 

(F:3) 

Prerequisite: Sign up in the Counseling Psychol- 
ogy Office in advance. Doctoral students in Coun- 
seling Psychology only. 

Methods and techniques of supervising coun- 
selor trainees in counseling practicum, internship, 
or in-service training programs. Designed for the 
advanced graduate student who is planning to 
become a counselor supervisor or counselor edu- 
cator. 

Sandra Crump 

PY 845 Seminar in Group Theory and Research 

(S:3) 

Prerequisite: PY 640 or equivalent. Sign up in the 
Counseling Psychology Office in advance. Doc- 
toral students in Counseling Psychology only. 

The theory and research on small group 
therapy is surveyed. Emphasis is placed on a criti- 
cal review of both theoretical and method- 
ological issues related to the process and 
outcome aspects of small-group function- 
ing. Students will be expected to focus on 
one aspect of small-group functioning in the 
process of conducting a review of the lit- 
erature and developing a research proposal 
to address the identified issues. 

Donna Moilanen 

PY 846 Advanced Pre-internship Counseling 
Practicum (S: 3) 

Prerequisite: PY 746 or equivalent and consent of 
Director of Training. Boston College doctoral 
students in Counseling Psychology only. 

Students must sign up in Campion 309 the 
preceding semester. Placements require the stu- 
dent to be available at least two days per week 
during normal working hours (Mon.-Fri. 8 a.m.- 
5 p.m.) Placements and practica seminars are for 
both semesters. Satisfactory completion of this 
course is a prerequisite for the doctoral internship. 

Work under supervision with clients needing 
counseling for any of the reasons usually occur- 
ring in a counseling agency. By arrangement 

Mary Walsh 



PY 847 Practicum/lnternship in School 
Psychology IV (S: 3) 

Prerequisites: PY 747 or equivalent and consent of 
the Program Coordinator. 

Students must sign up in Campion 309 at least 
four months in advance of enrollment. Place- 
ments are in off-campus sites and require the stu- 
dent to be available at least two days per week 
during normal working hours. Students work 
under qualified psychological supervision in a 
school, hospital, clinic, or in any location where 
exemplary learning experiences may be obtained. 
The facility or location of placement must con- 
cern itself with the evaluation, treatment and 
remediation of learning and adjustment difficul- 
ties of children between the ages of three and 
twenty-one. Boston College School Psychology majors 
only. The Department 

PY 849 Doctoral Internship in Counseling 
Psychology (F, S: 1-2) 

Prerequisite: Consent of Director of Training. 
Minimum of 400 clock hours of counseling prac- 
ticum (e.g., PY 646, 746, 846). Boston College 
Doctoral Candidates in Counseling Psychology 
only. Internships usually cover a calendar year 
beginning in July. Thus, applications must be 
submitted in November of the preceding year. 

Students must complete the equivalent of one 
full year in internship either half-time for four se- 
mesters (1 credit hour per semester), or full time 
for two semesters (2 credit hours per semester). 
Placement in an approved counseling setting for 
supervised psychodiagnostic and interviewing ex- 
perience with clients, group counseling and other 
staff activities. By arrangement 

849.01 (1 credit) Sandra Crump 

849.02 (2 credits) Sandra Crump 

ED/PY 851 Qualitative Research (S: 3) 

Students will be introduced to the foundations 
and techniques of carrying out qualitative re- 
search. Topics include philosophical underpin- 
nings, planning for a qualitative research project, 
negotiating entry, ethics of conducting research, 
data collection and analysis, and writing up/pre- 
senting qualitative research. Along with several 
field exercises, the course requires a research 
project involving participant observation and/or 
interviewing. Polly Ulichny 

ED 853 School Business Management (S: 3) 

Prerequisite: ED 452 

This seminar will consider in depth the ma- 
jor sources of school financial support. There will 
be special emphasis on the evaluation of the 
current state aid and federal programs. Students 
will focus on financial planning and sound busi- 
ness management practices operative in school 
systems. Each student will complete an indepen- 
dent study in one area of school business manage- 
ment. 

The Department 

ED 857 School Plant Planning (S: 3) 

This course will consider criteria for adequate 
school plants, building operations and manage- 
ment; the relation between the educational pro- 
gram and school facilities; site selection; building 
layout; and financing procedures. Special empha- 



4 8 



Graduate Arts and Sciences • Education 



sis will be placed on the evaluation of existing 
school plants, rehabilitation, and energy conser- 
vation. The course includes visits to new and re- 
cently rehabilitated school buildings. 

Charles F. Smith, Jr. 

ED 859 Readings and Research In Curriculum, 
Administration and Special Education (F, S: 1-6) 

Under the direction of a faculty member who 
serves as Project Director, a student develops and 
carries to completion a significant study. Approval 
by the faculty member is required prior to regis- 
tration. By arrangement John F. Savage 

ED/PY 860 Survey Methods in Educational and 
Social Research (S: 3) 

Prerequisite: One year of statistics 

The design of surveys and assessments, in- 
cluding sampling theory, instrument develop- 
ment, and administering surveys, including train- 
ing survey administrators, quality control, data 
coding, data reduction, statistical analysis and 
inference, report writing, and presentation 
of results. Practical issues such as using 
available sampling frames and minimizing 
non-response will also be covered. 

Ronald Nuttall 

ED/PY 86 1 Construction of Attitude and Opinion 
Questionnaires (F: 3) 

This course is usually taken as the first of a two- 
course sequence with the second semester ED/PY 
860 Survey Methods in Education and Social Re- 
search (see above). Techniques for the construc- 
tion and analysis of attitudinal and opinion ques- 
tionnaires will be covered. Topics include Likert 
scales, Thurstonian scales, Guttman scales, ratio- 
scaling procedures. A survey instrument contain- 
ing a variety of scales and analysis plans for a sur- 
vey conducted using the instrument will be devel- 
oped. 

Ronald Nuttall 

ED 873 Curriculum Development and Design in 
Higher Education (F: 3) 

This course focuses on the evolution of the 
American college and university curriculum. 
It will examine the historical development 
of the curriculum with a particular empha- 
sis on the development of the liberal arts curricu- 
lum. Students are encouraged to take ED 770 
prior to this course, although it is not required. 
Not offered 1 993-94. Ted Youn 

ED 874 Strategic Planning and Policy Analysis 

(F:3) 

Modern universities and colleges are in- 
creasingly faced with complex problems of 
institutional planning and organizational 
uncertainties. How does analysis help to 
make appropriate choices and why are certain 
forms of policy analysis more effective? Are there 
any systematic connections between the process 
where the problem is defined and the process of 
implementation? I low does the level of available 
knowledge and information help institutions to 
solve their policy problems? In many respects, 
these questions are common to many governmen- 
tal policy-making organizations, and will be stud- 
ied. This course will review a variety of concep- 



tual models of policy-making and planning that 
are developed in economics and political science. 
It will particularly study those that might be use- 
ful to higher education. Ted I.K. Youn 

ED 876 Financial Management in Higher 
Education (S: 3) 

The acquisition and allocation of funds in insti- 
tutions of higher education is studied. Financial 
management emphasis includes an introduction 
to fund accounting, asset management, 
capital markets and sources of funds, 
financial planning, and endowment manage- 
ment. Included also are specific techniques 
used in financial analysis; e.g., break-even 
analysis and present value techniques. 

Francis Campanella 

ED 878 The College, Courts and the Law (F: 3) 

An examination of court interpretations of con- 
stitutional issues that affect higher education. 
Utilizing the case approach, the course will focus 
on topics such as due process for faculty and stu- 
dents, tenure, academic freedom, collective bar- 
gaining, and affirmative action. The Department 

ED 879 Seminar on the Higher Education of 
Women (S: 3) 

This seminar will focus on the interdiscipli- 
nary study of women in American higher 
education. Contemporary theory, research, 
and critical issues will be considered as they 
apply to undergraduate and graduate stu- 
dents, faculty, administrators, and student 
affairs practitioners. Restricted to doctoral 
students. Not offered 1993-94 

Karen Arnold 

ED/PY 910 Readings and Research in 
Counseling, Developmental Psychology and 
Research Methods (S: 3) 

Under the direction of a faculty member who 
serves as Project Director, a student develops and 
carries to completion a significant study. Approval 
by the faculty member is required prior to regis- 
tration. By arrangement Mary Walsh 

PY 91 1 Seminar in Cognitive Processes (F: 3) 

This seminar focuses on the individual differences 
in cognition. It examines differences in how in- 
dividuals think and learn. Differences in terms of 
gender, learning disabilities, and handedness will 
be examined. Within-group individual differences 
will be studied. For example, we will examine in- 
dividual differences within women and girls, as 
well as differences between males and females. 
The biologically-based theories (focusing on pat- 
terns of brain organization) and the environmen- 
tally-based theories (focusing on the contribution 
of socialization factors) have produced two sepa- 
rate streams of research. We will review both lit- 
erature sets and explore mechanisms for studying 
the interaction between biology and environment. 
The fit between the individual and the environ- 
ment and the implications of this fit for school and 
job functioning will be addressed. Next offered 
1994-95 Beth Casey 

PY 913 Seminar in the Theories of Motivation 

(F:3) 

Prerequisite: Permission of the instructor 

A study of traditional theories (James 
McDougall, Freud, Murray, Harlow, Maslow, 
Cronbach) and contemporary motivational sys- 



tems (drive-reduction, self-stimulation, approach- 
withdrawal, arousal and reinforcement). Particu- 
lar attention will be given to implications for class- 
room procedures. 
Not offered 1 993-94. John Travers 

PY 915 Culture and Psychology (S: 3) 

This course will explore select psychologi- 
cal constructs and processes, for example, 
the self, family and community relations, 
and suffering, towards a rethinking of the 
relationship of culture and psychology and 
its implications for intercultural collaboration and 
action. M. Brinton Lykes 

PY 916 Seminar in the Theories of Child 
Development (F: 3) 

Prerequisite: Permission of the instructor 

An examination of the developmental se- 
quence with particular emphasis upon physical, 
intellectual, emotional, and social aspects. Special 
attention will be given to particular topics 
or theories that illustrate either phases of 
development or emphasize the interrelated 
nature of development (for example, hered- 
ity, language development, and socializa- 
tion). Next offered 1994-95 

ED/PY 91 7 Cognitive-Affective Bases of Behavior 

(F:3) 

Students in this seminar will use longitudinal re- 
search studies to examine the coherence of indi- 
vidual differences from infancy through adult- 
hood. Sources of continuity and discontinuity will 
be examined. Topics will include attachment re- 
lationships, personality, social, and cognitive de- 
velopment. Longitudinal studies examined 
will include the Berkeley Growth Studies, the 
Block Project, the Minnesota Project, the 
work of Michael Rutter and colleagues, and 
others. The Department 

ED/PY 941 Dissertation Seminar in Counseling 
and Developmental Psychology and Research 
Methods (F, S: 3) 

Prerequisite: Advanced Statistics and Re- 
search Design. Permission of the instructor. 
Sign up in Campion 309 in advance. 

Open to doctoral students in Counseling and 
Developmental Psychology. Focus will be on re- 
search topics relevant to psychology. Designed to 
assist students in preparation of a formal doctoral 
dissertation proposal. Students must present a 
draft proposal for faculty and student reaction. An 
acceptable dissertation proposal is required for 
completion of the course. 

The Department 

ED 951 Dissertation Seminar in Curriculum, 
Administration and Special Education (F, S: 3) 

This is a student-centered seminar which is aimed 
at assisting doctoral students in identifying, shap- 
ing, and defining a research topic. Students will 
be expected to develop an Intent to Propose a 
Thesis and to work toward the development of a 
full-scale draft of a Thesis proposal. Prior to the 
completion of the seminar, students will be ex- 
pected to have established a Thesis Committee. 

The Department 



Graduate Arts and Sciences • Education • 4 9 



ED 953 Advanced Seminar in Supervision (S: 3) 

An advanced seminar for doctoral students in 
Curriculum, Instruction and Administration, or 
with permission of professor. This seminar will 
concentrate on current and recent major issues in 
the area of supervision and evaluation. 

This is an advanced course to follow ED 456 
and is most useful to principals, superintendents 
and central office personnel. 
Not offered 1993-94. The Department 

ED 958 Internship in Educational Administration (F, 
S: 3-6) 

A guided field experience which enables 
students to meet one of the certification 
requirements for the role of Supervisor/ 
Director, Principal (N-6) (5-9) (9-12), Spe- 
cial Education Administrator, School Busi- 
ness Administrator, Assistant Superintendent and 
Superintendent . A practicum is needed for each 
role together with approved required courses. 
The practicum is a minimum of 1 50 clock hours 
and will be awarded three graduate credits upon 
successful completion. The practicum will be su- 
pervised and evaluated by a faculty supervisor in 
collaboration with a cooperating practitioner. 
Students will be assigned clearly defined admin- 
istrative responsibilities for at least one-half of the 
practicum and full responsibilities for one or more 
assignments for a substantial part of the practi- 
cum. Performance is evaluated using Massachu- 
setts Department of Education standards. Appli- 
cation for placement must be completed by April 
1 5 for fall semester placement and by November 
1 for spring semester placement. Prior to begin- 
ning of the practicum the student is to meet with 
the faculty supervisor to clearly identify objectives 
and expectations to be achieved. By arrangement. 

The Department 

ED 960 Seminar in Educational Measurement 
and Research (F: 3) 

Consideration of recent literature dealing with 
theoretical and procedural developments in mea- 
surement, evaluation, and research methodology. 

The Department 

ED 969 Education: Toward A Global 
Perspective (F: 3) 

The entrance into the global and ecological age 
presents unprecedented challenges to educators. 
Teaching and learning will have to encompass 



new perceptions, new methodologies, new skills 
and new attitudes and values about the way we 
view our relationships with and our interdepen- 
dence upon one another. This course will explore 
issues that have assumed global dimensions: en- 
vironment, hunger, terrorism, refugees, Aids, 
women, technology, etc. Practical aspects of cur- 
riculum development to create a global conscious- 
ness will be discussed and analyzed. 

Clare Fitzgerald 

ED 970 Case Studies and Decision-Making in Higher 
Education (S: 3) 

This course is designed to study present- 
day concerns and situations on campuses 
of higher education institutions by means 
of the case study approach. The art and 
science of decision-making are major fac- 
tors in every case. Mary Griffin 

ED 972 Colloquium in Higher Education (S: 3) 

This course will provide an occasion for advanced 
graduate students to examine a topic area that is 
usually not covered in ordinary courses. The sub- 
ject area will be announced each year, and 
the instructor may invite expert speakers 
to the classes. Students will engage in in- 
tensive exploration of the subject at hand. 

Ted I.K. Youn 

ED 973 Seminar in Research in Higher 
Education (F: 3) 

This is an advanced-level seminar on selected 
topics in higher education. Specific topics, such 
as research problems in the historical analysis of 
higher education, research problems in organiza- 
tions and governance in higher education, or re- 
search problems in student culture will be an- 
nounced in each year. 
Not offered 1 993-94. Ted I.K. Youn 

ED 975 Internship in Higher Education (F: 3-6, 
S:3-6) 

A one-semester guided field experience for stu- 
dents enrolled in higher education programs. Stu- 
dents will select an educational placement at Bos- 
ton College or an area college, university, or 
higher education agency. Under professional su- 
pervision the student will participate in the on- 
going work of the office and be responsible for ap- 
propriate assignments. Bi-monthly internship 
meetings will address educational issues and skills 
development in professional practice and exam- 



ine the relation of student projects to theory and 
research in higher education. By arrangement Re- 
stricted to M.A. and Ph.D. students in Higher 
Education. 

Karen Arnold 

ED/PY 988 Dissertation Direction ( F, S: 3) 

Prerequisite: Consent of academic advisor 

All advanced doctoral students are required to 
register for six credit hours of dissertation related 
coursework, at least three of which are 988. The 
other three are usually the Dissertation Seminar 
for the student's area of concentration. By ar- 
rangement The Department 

ED/PY 998 Doctoral Comprehensives (F: O-S: 0) 

All doctoral students who have completed 
their course work, are not registering for 
any other course, and are preparing for 
comprehensive exams must register for this course 
to remain active and in good standing. 

Mary Brabeck 

ED/PY 999 Doctoral Continuation (F: 0-S: 0) 

All students who have been admitted to candidacy 
for the Ph.D. degree are required to register and 
pay the fee for doctoral continuation during each 
semester of their candidacy. A formal petition for 
extension of time must be submitted and permis- 
sion granted to continue in a doctoral program 
beyond the eight year period. 

The Department 



5 • Graduate Arts and Sciences • English 



N 



H 



FACULTY 

P. Albert Duhamel, Professor Emeritus; BA., 
College of the Holy Cross; A.M., Boston College; 
Ph.D., University of Wisconsin 

John J. Fitzgerald, Associate Professor Emeritus; 
A.B., Boston College; A.M., Ph.D., Fordham 
University 

John H. Randall, H\, Associate Professor Emeritus; 
A.B., Columbia University; A.M. University of 
California at Berkeley; Ph.D., University of Min- 
nesota. 

Joseph McCafferty, Assistant Profes- 
sor Emeritus; A.B., A.M., Boston College 

Joseph A. Appleyard, S.J., Professor; 
A.B., Boston College; Ph.D., Harvard Univer- 
sity 

J. Robert Barth, S.J., Professor; Ph.D., Harvard 
University 

Rosemarie Bodenheimer, Professor; A.B., 
Radcliffe College; Ed.M., Harvard University; 
Ph.D., Boston College 

Adele M. Dalsimer, Professor; A.B., Mt. Holyoke 
College; M.S., Hunter College; Ph.D., Yale Uni- 
versity 

Richard E. Hughes, Professor; A.B., 
Siena College; A.M., Boston College; Ph.D., 
University of Wisconsin 

Paul Lewis, Professor; A.B., City College 
of New York; A.M., University of Manitoba; 
Ph.D., University of New Hampshire 

Robin R. Lydenberg, Professor; A.B., 
Barnard College; A.M., Ph.D., Cornell Univer- 
sity 

John L. Mahoney, Professor; A.B., A.M., 
Boston College; Ph.D., Harvard University 

Kristin Morrison, Professor; A.B., Im- 
maculate Heart College; A.M., St. Louis 
University; Ph.D., Harvard University 

Richard J. Schrader, Professor; A.B., 
Notre Dame University; A.M., Ph.D., Ohio 
State University 

E. Dennis Taylor, Professor; A.B., Col- 
lege of the Holy Cross; A.M., Ph.D., Yale 
University 

Christopher P. Wilson, Professor; A.B., 
Princeton University; Ph.D., Yale University 

Judith Wilt, Professor, Chairperson of 
the Department; A.B., Duquesne Univer- 
sity; Ph.D., Indiana University 

Henry A. Blackwell, Associate Profes- 
sor; A.B., Morgan State College; M.A., Ph.D., 
University of Chicago 



Robert L. Chibka, Associate Professor; B.A., Yale 
University; M.F.A., University of Iowa; M.A., 
Ph.D., Cornell University 

Mary Thomas Crane, Associate Professor; A.B., 
Harvard College; A.M., Ph.D., Harvard Univer- 
sity 

Paul C. Doherty, Associate Professor; A.B., Col- 
lege of the Holy Cross; A.M., Boston University; 
Ph.D., University of Missouri 

Carol Hurd Green, Adjunct Associate Professor; 
B.A., Regis College; M.A., Georgetown Univer- 
sity; Ph.D., George Washington University 

Dayton Haskin, Associate Professor; A.B., Univer- 
sity of Detroit; A.M., Northwestern University; 
B.D., University of London; Ph.D., Yale Univer- 
sity 

Robert Kern, Associate Professor; A.B., City Col- 
lege of New York; A.M., Ph.D., Harvard Univer- 
sity 

Joseph A. Longo, Associate Professor; B . S . , M . Ed . , 
A.M., Ph.D., Rutgers University 

John F. McCarthy, Associate Professor; A.B., 
Harvard University; A.M., Ph.D., Yale Univer- 
sity 

Robert E. Reiter, Associate Professor; A.B., St. 
Bonaventure University; Ph.D., University of 
Michigan 

Frances L. Restuccia, Associate Professor; B.A., 
M.A., Occidental College; Ph.D., University of 
California at Berkeley 

Alan Richardson, Associate Professor; A.B., 
Princeton University; A.M., Ph.D., Harvard 
University 

Jennifer A. Sharpe, Associate Profes- 
sor; B.A., Ph.D., University of Texas at 
Austin 

Cecil F. Tate, Associate Professor; A.B., 
University of Maryland; A.M., Ph.D., Emory 
University 

Andrew J. Von Hendy, Associate Pro- 
fessor; A.B., Niagara University; A.M., Ph.D., 
Cornell University 

James D. Wallace, Associate Profes- 
sor; B.A., Earlham College; M.A., Bread Loaf 
School of English; Ph.D., Columbia Univer- 
sity 

William Youngren, Associate Profes- 
sor; A.B., Amherst College; A.M., Ph.D., 
Harvard University 

Raymond G. Biggar, Assistant Professor; A.B., 
Bowdoin College; M.A.T., Harvard University; 
Ph.D., University of Wisconsin 



Anne Fleche, Assistant Professor; B.A., State Uni- 
versity at Buffalo; M.A., Ph.D., Rutgers State 
University 

Suzanne M. Matson, Assistant Professor; B.A., 
Portland State University; M.A., Ph.D., Univer- 
sity of Washington 

Philip T. O'Leary, Assistant Professor; A.B., Holy 
Cross; Ph.D., Harvard University 

Francis W. Sweeney, S.J., Assistant Professor; 
A.B., College of the Holy Cross; Ph.L., Weston 
College; A.M., Boston College 

Laura Tanner, Assistant Professor; B.A., Colgate 
University; Ph.D., University of Pennsylvania 
Laurence Tobin, Assistant Professor; B.A., 
Earlham College; M.A.., University of Chicago; 
Ph.D., University of New Hampshire 



Graduate Arts and Sciences • English • 5 1 



PROGRAM DESCRIPTION 

Master of Arts Program 

Students seeking the degree of Master of 
Arts in English will be expected to complete 
satisfactorily the requirements in courses 
granting at least 30 hours of graduate 
credit, three of which must be in a course 
on Bibliography. As an option, up to six of 
the required 30 hours of graduate credit 
may be directed to courses of independent study 
resulting in a longer paper either critical or cre- 
ative in nature. Students wishing to pursue this 
option should consult with the Program Advisor 
early in their graduate careers. 

Students must also pass two written ex- 
aminations — a language examination and a 
literary studies examination. The first will 
demonstrate the candidate's ability to read 
a foreign language. The second will test 
three different skills or practices associated 
with literary studies — the ability to read 
closely a short poem or prose passage, the 
ability to gauge the style and content of a 
number of passages and then to place them 
in their proper historical period, and the 
ability to apply a theoretical or method- 
ological position to a specific text. The ex- 
aminations are offered in December, May, 
June and August. The language exam may 
be taken at any administration during the 
course of a student's program; the literary 
studies examination is to be taken only af- 
ter all courses have been completed or are 
in the process of completion. Students 
should consult with the Director of the M.A. 
and with other faculty to plan an appropri- 
ate course of studies in anticipation of the 
examinations. The candidate may elect to 
take the foreign language examination in a 
wide range of languages related to an area 
of special interest. The written examination 
may be waived if the candidate can supply 
proof of proficiency in a language other 
than English in the form of an undergraduate 
transcript carrying credits for the completion of 
at least six semester hours in an advanced course 
with grades of B or better: the course must have 
been completed within three years of application 
for waiver. 

Copies of the list of titles upon which the can- 
didate will be examined are available from the 
Department upon registration. Students are ad- 
vised to see the Program Advisor in order to help 
them prepare for this examination by making an 
informed choice of the courses regularly available 
to them. 

Admission to all Master's programs in English 
presupposes prior submission of all previous un- 
dergraduate transcripts, as well as transcripts of 
all previous graduate work, personal statement, 
writing sample and letters of recommendation, (at 
least one from an English instructor). Graduate 
Record Examination (GRE) scores, including 
both the Aptitude Scores and the Achievement 
Scores in English are required. 



Master of Arts in American Studies 

American Studies at Boston College is an 
interdepartmental program leading to the 
Master of Arts degree. Cooperating faculty 
include members of the English, History, 
Political Science, Sociology and Fine Arts 
departments. Admission of any applicant 
will be determined by both the major de- 
partment and the American Studies Com- 
mittee. 

The Program is designed to encourage 
an understanding of the American experi- 
ence by bringing students to an integrated 
view of American Culture. Candidates con- 
centrate in a major department, while in- 
tegrating the methods of interdisciplinary 
work developed in a year-long colloquium 
and seminar in the literature and practice 
of American Studies. In addition, the stu- 
dent is required to take one research semi- 
nar, plus twelve hours of graduate work in 
his/her major field, and nine in a field related 
to that major interest. At the end of a 
student's course of study, the Master's 
candidate undergoes an oral examination 
testing his/her ability to synthesize several 
areas of knowledge. 

The Program also has several extracur- 
ricular dimensions. It has been a focal point 
for programs drawing upon the cultural re- 
sources of the Boston area. In past years, 
the Program has sponsored a Teacher's In- 
stitute in Boston history, and the Architec- 
tural Heritage Program's summer course 
sponsored by the Commons. 

Master of Arts Concentration in Irish 
Literature and Culture 

Since the 1991-92 academic year, Boston 
College has offered an M. A. degree with a 
concentration in Irish Literature and Culture 
under the auspices of the English Depart- 
ment. Candidates seeking the degree will be 
expected to complete within two years re- 
quirements in courses granting thirty hours 
of graduate credit, at least twelve of which 
must be in Anglo-Irish literature. In addition, 
unless proficiency is demonstrated in a written 
examination, all candidates will be required to 
complete six credits of course work in the Irish 
language as a step towards achieving reading abil- 
ity in modern Irish. Remaining credits may be 
taken in Irish Studies courses offered by other 
University departments, such as History, where 
there is already a graduate program in Irish his- 
tory, Music, Fine Arts, and Slavic (where Old Irish 
is taught). As an option, up to six credits of the 
required thirty hours may be directed to courses 
of supervised independent research. At the end of 
the course of study, students will take an interdis- 
ciplinary oral examination, focusing on a specific 
period, genre, or theme chosen by themselves af- 
ter consultation with members of the Irish Stud- 
ies faculty. 

English faculty offering graduate courses in 
Irish Studies will include Professors Adele Dalsi- 
mer, and Philip O'Leary. In addition, beginning 



in the 1991 academic year, the distinguished vis- 
iting scholar holding the Burns Chair in Irish 
Studies will teach graduate courses in the pro- 
gram. The Holder of the Burns Chair for 1993- 
94 is Maurice Harmon, Professor of History at 
University College in Dublin. 

Information concerning the program can be 
obtained by writing to the program director, 
Philip O'Leary, at the Department of English, 
Boston College, Chestnut Hill, MA 02167. 

Master of Arts in Teaching 

The Department, in cooperation with the 
School of Education, offers a program lead- 
ing to the degree of Master of Arts in 
Teaching. 

Graduate Assistantships and Teaching 
Fellowships 

Students in the first year of the M.A. pro- 
gram are eligible to receive financial aid in 
the form of tuition remission. Second year 
students are eligible for Teaching Fellow- 
ships, conferring a stipend and partial re- 
mission of tuition. 

Certificate of Advanced Graduate Study 

The Certificate of Advanced Graduate 
Study in English is a permanent part-time 
program primarily intended for English 
teachers who wish to extend and broaden 
their professional preparation beyond the 
requirements of a Master's degree, but it 
is also flexible enough to meet the needs 
of the many who may wish to continue their 
education through further cultural study. 

The Certificate will be awarded upon the 
completion of 30 graduate credit hours, at 
least half of which must ordinarily be in En- 
glish Department courses. The balance can 
be taken in any related areas, such as his- 
tory, philosophy, classics, modern lan- 
guages or art which may be of particular 
interest or usefulness to the teacher con- 
cerned with developing specialized courses 
or the general student interested in explor- 
ing new areas. 

To provide for the needs of the in-service 
teacher whose professional development is the 
continuing concern of this program, the English 
Department regularly schedules courses in the 
latter part of each afternoon on a wide variety of 
periods and authors. The program also provides 
opportunities for independent directed-study 
courses which may be tailored to meet the needs 
of special students. 

Doctor of Philosophy Program 

Normally, no more than four students will be 
admitted to the doctoral program each year. The 
small number of students makes possible a flexible 
program, individually shaped to suit the interests 
and needs of each student. 

All students accepted into the program receive 
stipends and tuition remission. Fellowships are 
renewed for four years as long as the student is 
making satisfactory progress toward completion 
of requirements for the degree. 



5 2 • Graduate Arts and Sciences • English 



Course Requirements 

The only specified course requirements are 
four doctoral seminars to be taken usually 
in the first two years. The remainder of the 
student's program may include other courses in 
the graduate English department or related dis- 
ciplines, small reading groups, or individual tu- 
torials. Most students will have taken eight to ten 
courses by the end of the second year. 

Language Requirement 

Students must demonstrate an ability to 
read two foreign languages or a working 
knowledge and application of one foreign 
language and its literature. The first alter- 
native requires successful performance on 
two translation examinations in which a 
short text must be translated adequately 
(with use of a dictionary) in two hours. The 
second involves submitting a paper in which 
knowledge of the foreign language is used 
to work out a literary question or translat- 
ing a substantial critical or literary text cur- 
rently unavailable in English. 

Examinations 

Each student will direct a course of study 
toward completion of one major and three 
minor examinations. 

A major examination consists of a two- 
hour oral examination usually on a period 
or genre. 

A minor examination is narrower in scope 
and normally runs one and one-half hours. 
It may consist of an oral or written exami- 
nation on a reading list, but students are 
also encouraged to choose forms for minor 
examinations that approach the material 
with a particular pedagogical or scholarly 
end in view: design of a course or plan for 
an anthology; delivery of a lecture; prepa- 
ration and defense of a paper for publica- 
tion. 

All examinations are graded according to 
the University scale for graduate examina- 
tions. The chairperson of the examining 
board submits the grade immediately and pre- 
pares, as soon as possible, a written evaluation of 
the examination for the student and the depart- 
mental records. Other members of the board may 
also submit individual reports. 

Teaching 

Students are required to teach two one- 
semester undergraduate courses under the 
supervision of a faculty member. For at 
least one of the semesters the student will 
teach a section of the departmental Fresh- 
man English course. For the other semes- 
ter the student may continue to work in this 
program or may teach a course of the 
student's own design for more advanced 
undergraduates, or may work in a course 
for beginning English majors in cooperation 
with a member of the faculty and other 
doctoral students. 

The Dissertation 

After consultation with a faculty advisor, 
the student will write a prospectus describ- 
ing the thesis topic and include a tentative 
bibliography. This material will be submit- 



ted to a dissertation director and two readers who 
will supervise, read and approve the dissertation. 
Students are responsible for acquainting 
themselves with all University requirements, fees, 
and deadlines pertinent to thesis submission and 
graduation. This information can be obtained 
from the English Department office or from the 
University Registrar's office. 

The Ph.D. Colloquium 

A student committee organizes and sched- 
ules monthly Ph.D. colloquia, at which fac- 
ulty members, outside speakers, or doctoral 
students lead discussions on literary top- 
ics. Graduate students and faculty are in- 
vited. 

Course of Study 

The Ph.D. program is designed so that it 
may be completed in four years. Each stu- 
dent plans and paces an individual course 
of study in consultation with the Advisor to 
the program. 

Students should keep the following 
guidelines in mind (counting each required 
seminar, examination, semester of teach- 
ing as one unit): 

• 5 units should be completed by the be- 
ginning of the second year; 

• 10 units should be completed by the be- 
ginning of the third year; 

• 13 or more units and the language re- 
quirement should be completed by the be- 
ginning of the fourth year. 

The fourth year should be largely de- 
voted to the dissertation, but the student 
is urged to choose a topic, consult with a 
thesis director, and begin work before the 
end of the third year, even if an examina- 
tion remains to be passed. 

The Program in Linguistics 

The Program in Linguistics, in the Depart- 
ment of Slavic & Eastern Languages, offers 
courses for graduate students in English who want 
to study English from a linguistic perspective or 
to examine the nature of language in general. 
Consult the appropriate listings for the following 
courses: 

SL 216/EN 552 Poetic Theory 
SL 223/EN 571 Applied English Grammar and 
Style 

SL 31 1/EN 527 General Linguistics 
SL 323/EN 121 The Linguistic Structure of En- 
glish 

SL 325/EN 528 Historical Linguistics 
SL 339/EN 234 Semiotics and Semantics 
SL 360/EN 660 Teaching English to Foreign 
Students 

SL 362/EN 112 Language in Society 
These courses satisfy degree requirements in 
English under either prefix (EN/SL) 

COURSE OFFERINGS 

Graduate Courses 

EN 708 Introduction to Contemporary Theory 

(F:3) 

This course is designed to help graduate students 
in literature become familiar with some major 
trends in contemporary critical theory. Because 
an attempt to cover all aspects of this field is bound 



to produce confusion, vertigo, nausea, and despair, 
we will concentrate on only three areas: 
deconstruction, psychoanalytic criticism, and 
feminism. Readings will include texts by such 
figures as Barthes, Derrida, Kristeva, Freud, 
Lacan, Irigaray, Gilbert and Gubar, Cixous, and 
others. Robin Lydenberg 

EN 716 Shakespeare and Donne (S:3) 

The study of these writers will focus espe- 
cially but not exclusively on works that place 
them as contemporaries. Readings will in- 
clude Shakespeare's Sonnets and two or 
three of his major plays, and Donne's Songs 
and Sonnets, Elegies, and Divine Poems. The 
course will involve an explicitly theoretical 
component: we will explore issues in recep- 
tion-history and consider our materials in 
relation to the New Historicism. 

Dayton Haskin 

EN 731 British Romantic Poetry (F: 3) 

The development of Romanticism in 19th 
century England. The course will focus on 
close reading and analysis of the major po- 
etry and literary theory of Wordsworth, 
Coleridge, Byron, Shelley, Hazlitt, and Keats. 
Special attention will be given to some of 
the important non-canonical poets currently 
being anthologized and written about in 
critical discourse about the field. 

While the primary emphasis will be on the 
poetry, there will be regular consideration 
and discussion of connections between lit- 
erature and culture. The class will attend to 
the best traditional criticism and to signifi- 
cant recent theoretical approaches. 

John Mahoney 

EN 759 Twentieth Century Poetry (F: 3) 

A study of the movement from traditional 
to free verse, from Hardy to Creeley. We 
shall study the evolution of poetic form and 
attempt to understand this development, the most 
astonishing in five hundred years of English (and 
later American) poetic verse. Our text will be the 
Norton Anthology of Modern Poetry. By considering 
various poets we will attempt to construct a his- 
tory of this new terrain. Dennis Taylor 

EN 771 Major Victorian Writers (S: 3) 

A survey of Victorian poetry and non-fiction 
prose. The course will encompass not only the 
major Victorian poets — Tennyson, Browning, 
Arnold, Hopkins — but also the great Victorian 
"prophets'V'sages" — Carlyle, Ruskin, Arnold, 
Pater — who transcended conventional distinctions 
of discourse, such as critical/creative, secular/re- 
ligious, aesthetic/moral, fiction/fact, poetry/prose, 
history/myth, with varying degrees of 
deconstructive self-consciousness and delibera- 
tion. John McCarthy 

EN 775 The Age of Irony (S:3) 

This course will study, in four different types of 
writing, the operation of various modes of irony 
characteristic of the 18th century. The four writ- 
ers read and discussed will be Pope, Hume, Gib- 
bon, and Johnson. In moving from poetic satire to 
technical philosophy to history to practical mor- 
alizing and literary criticism, we will try to keep 
in mind one central question: why did these four 
very different writers, working in (at least) four 



Graduate Arts and Sciences • English • 5 3 



different genres, turn so naturally and consistendy 
to irony? The course will probably be conducted 
mainly in discussion — though we might run it as 
a seminar if the size is right. William Youngren 

EN 779 Contemporary American Poetry (S:3) 

Readings in recent American poetry with atten- 
tion to the diversity of formal method, style, 
theme, and theoretical framing which character- 
izes post-Modern poetry. We will read from 
Ashbery, Rich, Merwin, Gluck, Graham, and oth- 
ers. Suzanne Matson 

EN 788 Irish Heroic Literature in Modern 
Adaptation ( F:3) 

Beginning with a study of the ethos of Irish he- 
roic literature in its historical and cultural context, 
this course will then examine the uses, ideologi- 
cal, aesthetic, and personal, to which that mate- 
rial has been put by Irish writers of the past two 
centuries. Particular attention will be paid to shift- 
ing concepts of "authenticity" and the degree to 
which various creative artists have either retained, 
reinterpreted, or reinvented what they perceived 
to be the essence of their originals. Among writ- 
ers to be studied will be Standish James O'Grady, 
W.B. Yeats, Lady Gregory, J. M. Synge, Patrick 
Pearse, James Joyce, James Stephens, Eimar 
O'Duffy, Flann O'Brien, Austin Clarke, and 
Seamus Heaney. Philip O'Leary 

EN 789 Eighteenth-Century Comedies: Dramatic 
and Narrative (S:3) 

Taking as its texts a variety of dramatic 
comedies and comic novels written from 
the Restoration through the eighteenth 
century, this course will explore questions about 
how generic constraints, expectations, and inno- 
vations shaped presentations of social life and 
ways in which framing a comic "world" could dis- 
play and/or occlude social or cultural 
complacencies and anxieties. Along with short 
readings in theory of comedy, we will discuss plays 
and novels by many (not all) of the following: 
Wycherley, Etherege, Behn, Congreve, 
Centlivre, Gay, Steele, Fielding, Sterne, 
Lennox, Goldsmith, Burney, Sheridan. 

Robert Chibka 

EN 790 The Irish Renaissance (S:3) 

The writings of the major — and some less well 
known — contributors to the Irish literary renais- 
sance will be studied and their relation to the 
major political and social movements of the time 
will be considered. Readings will be drawn from 
political commentators and cultural critics as well 
as literary figures: D. P. Moran, Thomas 
MacDonagh, W. B. Yeats, Douglas Hyde, 
Standish O'Grady and J. M. Synge. 

Adele Dalsimer 
EN 791 Gender, Writing, Romanticism (S:3) 
In this course we will explore the relation of gen- 
der differences to literature and other kinds of 
writing in the British Romantic era ( 1 780- 1 832). 
We will begin with a review of the major works 
of Mary Wollstonecraft in the context of early 
British feminism. Against this context we will read 
poetry by Hannah More, Anne Yearsley, Anna 
Barbauld, Joanna Baillie, Felicia Hemans, and 
Letitia E. Landon, and the representation of femi- 
ninity in the works of such male Romantics as 



Blake, Wordsworth, Coleridge, Byron, and P. B. 
Shelley; the journals of Dorothy Wordsworth; the 
slave narrative of Mary Prince; and novels by 
Maria Edgeworth, Jane Austen, and Mary Shelley. 
We will concurrently be reading recent essays in 
feminist history, theory, and interpretation. 

Alan Richardson 

EN 793 Modern Drama (S:3) 

A study of some major trends in British drama 
since World War II, with emphasis on the plays 
of Samuel Beckett. Close study of the dramatic 
texts as published will be supplemented with films 
and videotapes of significant performances. Most 
class sessions will begin with the instructor pro- 
viding a 15-20 minute introduction to the plays 
under consideration: the remainder of the period 
will be spent in discussion of the assigned texts, 
aided by questions and observations prepared 
previously by various members of the class. 

Kristin Morrison 

EN 795 Medieval Literature (F:3) 
English and especially older Scots poetry includ- 
ing examples of dream allegory, alliterative ro- 
mance, fabliau, and beast narrative, culminating 
with Henryson's Testament ofCresseid. 

Roderick Lyall 

EN 796 Postmodernism and Theater (F:3) 

An examination of the relationship between 
these two terms, by way of theory, perfor- 
mance texts, fdms, novels, and performance art- 
ists. Particular attention will be paid to the role 
of "modernism," as well as to theater and 
postmodernism, in their relations to visibility. 
We'll begin by looking specifically at postmodern 
versions of Shakespeare by Peter Greenaway and 
Angela Carter, and descriptions of 
postmodernism by such writers as Jean-Francois 
Lyotard, Craig Owens and Herbert Blau, and 
from there consider such issues as feminism, queer 
theory, historicism, narrative, pornography, racial 
politics, and documentary film. Anne Fleche 

EN 797 20th Century American Fiction (F:3) 

This course will explore modern and contempo- 
rary American fiction, with a particular emphasis 
on how the literary text constructs notions of sub- 
jectivity and represents the human body. We will 
focus on fiction by authors such as Edith 
Wharton, Nella Larsen, William Faulkner, Anzia 
Yezierska, Toni Morrison, Tim O'Brien, Louise 
Erdrich, Maxine Hong Kingston, Marilynne 
Robinson, Hurbert Selby, Gloria Naylor and 
Sandra Cisneros. Laura Tanner 

EN 816 Autobiographical Fictions (F: 3) 

Reading autobiographies and fictional auto- 
biographies together, this course will con- 
sider the questions that arise from the use 
of the retrospective narrative "I": questions 
about the construction of the self, truth 
and fictionality, memory and invention, and 
the relation between the narrating "I" and 
its protagonist. The narratives will include 
19th and 20th century texts by Dickens, Bronte, 
Gosse, Stein, Nabokov, Sartre, McCarthy, 
Kingston, Barthes. We will also work with some 
current theory of autobiography. 

Rosemarie Bodenheimer 



EN 825 Composition Theory and the Teaching 
of Writing (S:3) 

Composition Theory and the Teaching of 
Writing is designed (1) to prepare gradu- 
ate students to teach introductory, college-level 
writing courses; (2) to introduce students to cen- 
tral problems, issues, and methods in composition 
studies; and (3) to examine ways in which contem- 
porary critical theory (e.g., feminism, psycho- 
analysis, cultural studies, and poststructuralism) 
has influenced the teaching and study of compo- 
sition. Lad Tohin 

EN 872 The Whitman Tradition (F:3) 

Starting with Nature, "The Poet," and several 
other anticipatory essays by Emerson, this course 
will attempt to define and trace the development 
of a distinctive tradition in American Poetry 
grounded in the politics, formal strategies, and 
philosophical assumptions of Whitman's Leaves of 
Grass. Writers to be studied (other than Emerson 
and Whitman) will include Wallace Stevens, W. 
C. Williams, Allen Ginsburg, and Gary Snyder. 

Robert Kern 

EN 882 Bibliography and Method (F: 3) 

A course for first-year graduate students 
designed to introduce them to the tools of 
their profession, and to develop their skills in bib- 
liography, scholarship, and criticism. 

Richard Schrader 

EN 899 Readings and Research (F, S: 3) 

EN 926 Doctoral Seminar: Postromantic 
Constructions of Orality and Myth (F:3) 

An interdisciplinary investigation of the Ro- 
mantic recasting of these two concepts and 
of their consequences in nineteenth and twenti- 
eth-century anthropology, literature and literary 
theory. Andrew Von Hendy 

EN 998 Doctoral Comprehensive (F: 0-S: 0) 

By Arrangement 

EN 999 Doctoral Continuation (F: O-S: 0) 

By Arrangement 



5 4 • Graduate Arts and Sciences • Fine Arts 



N 



A R 



T 



FACULTY 

Pamela Berger, Professor; A.B., A.M., 
Cornell University; Ph.D., New York Uni- 
versity 

John Michalczyk, A.B., A.M., Boston College; 
M.Div., Weston College School of Theology; 
Ph.D., Harvard University 

John Steczynski, Professor; Chairper- 

son of the Department, B.F.A., Notre Dame Uni- 
versity; M.F.A., Yale University 

Josephine von Henneberg, Professor; Doctor 
in Letters, University of Rome 

Elizabeth G. Await, Associate Professor; B.A., 
Boston College; M.F.A., University of Pennsyl- 
vania 

Kenneth M. Craig, Associate Profes- 
sor; B.A., M.A., Ohio State University; 
Ph.D., Bryn Mawr College 

Jeffery W. Howe, Associate Professor, A.B., 
Carleton College; Ph.D., Northwestern Uni- 
versity 

Michael W. Mulhern, Associate Professor-; B .F. A. , 
University of Dayton; M.F.A., Columbia Uni- 
versity 

Nancy Netzer, Assistant Professor; B.A., Con- 
necticut College; M.A., Tufts University; M.A., 
Ph.D., Harvard University 

Reva Wolf, Assistant Professor; B.A., Brandeis 
University; M.A., Ph.D., Institute of Fine Arts, 
New York University 

Andrew Tavarelli, Visiting Artist and Adjunct 
Assistant Professor-; B.A., Queens College 



PROGRAM DESCRIPTION 

Although the Fine Arts Department does 
not offer an advanced degree, the courses 
listed below as well as some of those found 
in the Undergraduate Catalog can be taken 
for graduate credit upon application to the 
Department. These offerings may provide 
complements for the various interdiscipli- 
nary and special programs offered by the 
University. 

Advanced students may participate in the 
Boston Museum of Fine Arts Seminar Program, 
which offers art history courses taught by the 
museum staff. For details, inquire at the Fine Arts 
Department office. 



COURSE OFFERINGS 

Art History 

FA 314 Art and Archaeology of Egypt and the 
Near East (F:3) 

This course will examine two of the world's old- 
est civilizations. We will concentrate on the ar- 
chitecture, sculpture, and painting of Egypt and 
of the cultures of Mesopotamia with frequent 
reference to the broader archaeological contexts 
of the material. Some related problems to be 
treated in this class include the invention of writ- 
ing, the place of the Hittites and international 
relations in the late bronze age. Kenneth Craig 

FA 327 (HS 314) Early Medieval Art in Ireland 
and Britain (F: 3) 

This seminar will examine the origins and devel- 
opment of art in Ireland and Britain in the Early 
Medieval period and the production of Irish and 
English missionaries on the Continent. Empha- 
sis will be placed on manuscripts, sculpture, and 
metal work of the sixth to the ninth century, on 
understanding works of art in their historical con- 
texts, and on their sources in the Celtic, Germanic 
and Mediterranean worlds. Students will work on 
individual research projects. Course limited to 
fifteen students; students of art history, history, 
medieval studies, and Irish studies are encouraged. 

Nancy Netzer 

FA 332 The Age of Leonardo, Michelangelo and 
Raphael (S: 3) 

The "High Renaissance" was of relatively 
brief duration, yet it attained a level of cre- 
ative accomplishment that served as a 
model for generations to come. The works 
of the leading masters of this era will be 
examined as well as their influence on sub- 
sequent artists. 

Josephine von Henneberg 

FA 342 Age of Rembrandt (S: 3) 

The golden age of painting in Holland. In the 
seventeenth century the prosperous Dutch 
middle class became passionate art collectors. The 
artists living in the Netherlands responded by 
producing wonderful genre pictures, landscapes, 
still lifes and portraits as well as religious and 
mythological pictures for this, the first free mar- 
ket in the history of art. Among the artists we will 
study are Rembrandt, Jan Vermeer, and Frans 
Hals. 

Kenneth Craig 

FA 347 Age of Baroque (F:3) 

The seventeenth century is one of the great ep- 
ochs in the history of art. The style of this period, 
the Baroque, found its highest expression in the 
Italian masters such as Caravaggio, the Carracci, 
Bernini, the Borromini. Their powerful works 
influenced all of Europe and profoundly changed 



the face of the city of Rome. This course will dis- 
cuss the paindng, sculpture, and architecture pro- 
duced in Italy in the seventeenth century and the 
historical environment which nurtured it, with 
particular emphasis on Rome. 

Josephine von Henneberg 

FA 361 Issues In Contemporary Art (F: 3) 

This course looks at developments in art since 
1960, including pop art, minimalism, conceptual 
art, earthworks, performance and installation art, 
and public art. Among the topics to be discussed 
are the relationship between art and audience, 
between art and the art market, and artistic iden- 
tity and its relationship to ethnic and sexual iden- 
tity, the significance of the terms "modernism" 
and "post-modernism," and the recent trends in 
literary theory (such as post-structuralism and 
deconstruction). The course includes a bus trip 
to New York City. 

Reva Wolf 

FA 370 Native American Art (S:3) 

A survey of indigenous American art from 
ancient times to the present covering the 
major groups from the North Pole to 
Patagonia. While looking at archeology and 
myth systems, the emphasis will be on ar- 
tistic themes and forms. 

G.Ted Bohr, S.J. 

FA 384 History and Art History into Film 
(F, S: 3) 

This course will provide an introduction to the 
creation of authentic historical films. We will start 
with an exploration of the kinds of historical and 
art-historical sources that could be inspirational 
for scripting, and go on to look at the scripting 
process itself. Then students will be introduced 
to script breakdown, location scouting, produc- 
tion design and the making of production boards. 
Each student will undertake a research project 
related to the props, costumes, or architectural 
settings needed for the creation of a specific his- 
torical film. 

Pamela Berger 

FA 392 The Museum of Art: History, Practice, 
Philosophy (S: 3) 

A study of the emergence of museums of art trac- 
ing their development from private and ecclesi- 
astical collections of the middle ages to their 
present form as public institutions. Topics include 
the function of the museum in its social context, 
the constituency of museums and their educa- 
tional mission, the role of the university vs. the 
public museum, philosophy of installation and 
care of collections, current problems of adminis- 
tration and financing, museum architecture as a 
reflection of changes in function, the art market, 
and questions of authenticity of works of art. This 
course includes field trips to museums and collec- 
tions. Nancy Netzer 



Graduate Arts and Sciences • Fine Arts • 5 5 



FA 401 Seminar in Art Historical Research (F: 3) 

The seminar aims to acquaint the student with the 
bibliography and research methods necessary for 
scholarly work in art history- The student pre- 
pares a substantial research paper under the di- 
rection of the professor and presents it orally to 
the class. 

Reva Wolf 

FA 403-404 Independent Work (F: 3-5: 3) 

This course may be offered from time to time to 
allow students to study a particular topic which is 
not included in the courses that are offered. 

The Department 

FA 407 Imaging the Self: The Portrait— Identity, 
Character, and Biography (F:3) 

The term "portrait" derives from the Latin 
protrabo, meaning to reproduce or to copy, and 
signs of our compulsion to reproduce ourselves 
are pervasive — on banknotes, in family snapshots, 
in depictions of public officials, in literature. In 
this course, the relationship of portraiture to hu- 
man identity and character will be explored. Ar- 
tistic conventions and social uses of portraits from 
Egyptian times to the present will be considered. 

Reva Wolf 

FA 458 Andy Warhol and the 1960s (S:3) 

In this course, Warhol's work in various medi- 
ums — film, painting, photography, literature — is 
examined within the contexts of intellectual, po- 
litical and social trends of the 1950s and 1960s. 
Throughout, a key question to be considered is 
why Warhol (and the trends he seems to repre- 
sent) continues to both compel and repulse crit- 
ics as well as the general public. 

Reva Wolf 

FA 460 Contemporary Hispanic Art (S:3) 
A survey of the painting, sculpture, and architec- 
ture of the Spanish speaking world in the twenti- 
eth century. The emphasis will be on discerning 
unique Hispanic themes while recognizing the 
dialogue with international art movements. 

G. Ted Bohr, S.J. 

FA 482 Film Criticism (F:3) 
In essence, we become film critics when we ex- 
press our opinions about a film in the light of the 
plot, characterization, dramatic tension, etc. As an 
art form film criticism emerged on a large scale 
following release of the controversial film Birth 
of a Nation (1915). Today film critiques are found 
in our daily newspapers and weekly journals. This 
course will continue the process through the 
screening and discussions of primarily American 
films organized in genres (war, horror, western, 
noir, science fiction, etc.). John Michalczyk 



Studio Art (including Film and 
Photography) 

Note: A lab fee is charged in all studio 
courses. 

FS 301-302 Drawing IV: Figure; Drawing V: 
Figure (F: 3-S: 3) 

Prerequisite: FS 204 or permission of the instruc- 
tor 

The course uses the human figure to direct a 
student's development towards more expression 
and individualized drawing skills. In addition to 
working from the live model in class, the first se- 
mester includes anatomical studies, and the sec- 
ond semester stresses stylistic and spatial experi- 
mentation, seeing the figure as a component 
within a total composition. Lab fee required. 

John Steczynski 

FS 323 Painting IV: Landscape (F: 3) 

Prerequisite: FS 223-224 or permission of 
the instructor 

Nature and landscape will provide us with 
painting imagery throughout the semester. Stu- 
dents will paint directly from the local landscape 
and these paintings will serve as source materials 
for large scale studio paintings. This class is de- 
signed for advanced students who are familiar 
with the fundamentals of painting and wish to 
broaden and strengthen this foundation. Lab fee 
required. Andrew Tavarelli 

FS 324 Painting V: Figure (S: 3) 

Prerequisite: FS 223-224 or permission of 
the instructor 

The objective of this advanced painting 
course is to introduce the student to the 
concept of extracting and abstracting im- 
ages from life, most notably from the 
figure. During the first portion of the semes- 
ter students will strengthen their observa- 
tional and technical skills by painting di- 
rectly from the model. As the semester 
advances the students may incorporate 
additional figurative imagery culled from 
photographs and media imagery into their 
paintings. At the conclusion of the semes- 
ter the figure in the landscape may be in- 
troduced. It is assumed that students are 
working towards developing a personal vi- 
sion upon entering this class and they will be free 
to work either representationally or abstractly. 
Lab fee required. 

Andrew Tavarelli 



FS 344 Ceramics III — Vessels/Wheelthrowing 

(S:3) 

No prerequisite 

Emphasis is placed on the development 
of ideas pertaining to vessels/containers. 
This course covers a range of issues from 
function to metaphor which allows for 
sculptural and painterly adaptations. The 
fundamentals of throwing on the potter's wheel 
along with various handbuilding and glaze tech- 
niques will be demonstrated through the semes- 
ter. During the second semester specific projects 
are given which assist the student in developing 
throwing skills at an advanced level and/or assist 
in the further development of other container 
ideas. Lab fee required. 

Mark Cooper 

FS 345, 346, 347, 348 Advanced Ceramics IV, 
V, VI, VII (F, S: 3) 

This is a ceramics course established to assist the 
individual in his or her aesthetic pursuits. The 
student may arrange class times on Wednesday or 
Thursday. Instruction will be given on an indi- 
vidual level appropriate to the student's previous 
ceramic experience. The student will be given a 
private space within the ceramic area. Along with 
developing an aesthetic, the student will be as- 
sisted in understanding and creating clays and 
glazes as well as kiln firing and construction. Lab 
fee required. 

Mark Cooper 

FS 385-386 Independent Work (F: 3-S: 3) 

A course allowing students who have sufficient 
background to progress to a higher level or in a 
more specialized area than other courses allow. 
The student works independently, under the di- 
rection of a member of the Department. 

The Department 

FS 485-486 Independent Work (F: 3-S: 3) 

A course allowing students who have sufficient 
background to progress to a higher level or in a 
more specialized area than other courses allow. 
The student works independently, under the di- 
rection of a member of the Department. 

The Department 



5 6* Graduate Arts and Sciences • Geology and Geophysics 



Geology and Geophysics 



FACULTY 

Emanuel G. Bombolakis, Professor; 
B.S., M.S., Colorado School of Mines; Ph.D., 
Massachusetts Institute of Technology 

George D. Brown, Jr., Professor; B.S., Saint 
Joseph's College; M.S., University of Illinois; 
Ph.D., Indiana University 

J. Christopher Hepburn, Professor; A.B., Colgate 
University; A.M., Ph.D., Harvard University 

Benno M. Brenninkmeyer, S.J., Associate Pro- 
fessor; A.B., Boston College; Ph.D., University of 
Southern California 

John E. Ebel, Associate Professor; A.B., Harvard 
University; Ph.D., California Institute of Tech- 
nology 

Rudolph Hon, Associate Professor; M.Sc, Charles 
University; Ph.D., Massachusetts Institute of 
Technology 

Alan L. Kafka, Associate Professor; B.A., New York 
University; M.S., Ph.D., State University of New 
York at Stony Brook 

David C. Roy, Associate Professor, Chairperson of 
the Department; B.S., Iowa State University; Ph.D., 
Massachusetts Institute of Technology 



PROGRAM DESCRIPTION 

Master of Science Program 

The Department offers graduate courses and re- 
search programs leading to the M.S. degree in 
Geology or Geophysics. Although most students 
conduct research in either Geology or Geophys- 
ics, some combine the techniques of both 
disciplines in studies of crustal structure 
below the surface. Many students seeking 
future employment in industry find that pro- 
grams combining Geology with applied Geo- 
physics are particularly attractive. 

The Department, with approximately 25 
graduate students in residence, is housed 
in Devlin Hall, and has additional research facili- 
ties at Weston Observatory. Students enjoy a 
close working relationship with faculty while be- 
ing able to undertake research using the most 
modern scientific equipment available. The pro- 
gram stresses that the student obtain a strong 
background in the Earth Sciences and the ability 
to carry out research on his/her own. It is 
felt that the attainment of these qualities 
will enable students to be successful in their 
careers as gcoscientists, whether they 
choose employment in industry, govern- 
ment service, or continue their studies to- 
ward a Ph.D. A particularly beneficial aspect 
of the M.S. program is the opportunity for 
students to integrate studies in ( ieology and Geo- 
physics if they wish this type of background. Re- 



search in the Department covers a broad range of 
topics, including the following: Marine Geology, 
Coastal Sedimentation, Physical Sedimentation, 
Seismology (including crustal studies of New En- 
gland using the 30-station New England Seismic 
Network), Geomagnetism, Structural Geology, 
Bryozoan Paleontology, Igneous and Metamor- 
phic Petrology, and Geochemistry (including 
Neutron Activation Trace Element analyses). 
Many of these various types of studies are being 
integrated by faculty and students to better un- 
derstand the geology, geophysics, and evolution 
of the Northern Appalachians. Government fel- 
lowships and grants are available to students. The 
Department also offers a number of Teaching and 
Research Assistantships to qualified students. 

Application 

Applicants to the Master of Science degree 
program generally fall into one of the fol- 
lowing categories: 1) students well-pre- 
pared in Geology or Geophysics with 
courses in mathematics, physics, chemis- 
try, and/or biology who are interested in 
broadening their experience at the M.S. 
degree level before employment or doctoral 
studies elsewhere; 2) students well-pre- 
pared in mathematics or one or more of the 
natural sciences other than Geology or 
Geophysics and who wish to use the M.S. 
degree program to transfer into the earth 
sciences. 

Applicants should submit, in addition to the 
normal application forms, transcripts, and letters 
of recommendation, a personal evaluation 
of the strengths and weaknesses of their 
undergraduate education (including course 
and non-course experience), their graduate 
study interests and current post-degree 
plans. The Verbal, Quantitative, and Ad- 
vanced test scores of the Graduate Record 
Exam (appropriate to the undergraduate major) 
are required. Applications may be made at 
any time. However, to be assured of con- 
sideration for September admission, they 
must be received by May 1. Applications 
from those applying for financial aid and as- 
sistantships for September need to be com- 
pleted by February 15. 

Requirements 

No fixed curriculum is prescribed for the 
M.S. degree. Instead, a course and research 
program which is consistent with the 
student's background and professional 
objectives is developed by the student and 
his or her faculty advisory committee. The 
graduate program assumes a basic under- 
graduate foundation in the geo-sciences. 
Master's candidates in cither Geology or 
Geophysics must complete or have com- 
pleted two-semester (or equivalent) 
courses in calculus, physics, and chemistry. 
A minimum of 10 courses (numbered 300 
or above), approved by the student's fac- 
ulty advisory committee, must be com- 



pleted in addition to a research thesis for gradu- 
ation. Up to two of the required courses are al- 
lowed for the M.S. Thesis. Normally, no more 
than one Reading and Research course (GE 798, 
799) may be applied toward the minimum course 
requirement. All students are required to main- 
tain a B average in all Departmental courses as 
well as in all those undergraduate courses (0-299) 
in the other sciences and mathematics. A compre- 
hensive oral examination is required of each stu- 
dent. Three bound copies of the M.S. thesis are 
required upon completion of the research. 

Master of Science in Teaching 
Program 

The Department of Geology and Geophys- 
ics offers a program leading to the Master 
of Science in Teaching degree in coopera- 
tion with the Department of Education. This 
program, which is designed for prospective 
teachers, acknowledges variations in prior 
background and skills and consists of three 
plans. For those candidates without prior 
teaching experience, a 36-credit minimum 
M.S.T. degree program is required, in which 
at least 5 courses are in the earth sciences, 
5 courses in education and 6 credits are for 
supervised internship teaching. For experi- 
enced teachers, a 30-credit minimum M.S.T. 
degree program is required (since the in- 
ternship is not necessary) of which at least 
5 courses are in the earth sciences. The 
application procedures for the M.S.T. de- 
gree programs are the same as for the M.S. 
degree program. The application may be 
submitted either to the Department of 
Education or the Department of Geology 
and Geophysics. However, prospective stu- 
dents must be accepted by both the De- 
partment of Education and the Department 
of Geology and Geophysics. 

Requirements for the M.S.T. Degree 

The 5 required courses in the earth sciences 
must be chosen from among the following: 
2 courses from Introduction to Geology and 
Geophysics I and II or Structural Geology I, 
and 1 course from each of the following 
groups: a) Mineralogy, Regional Stratigra- 
phy, or Paleontology, b) Meteorology, 
Oceanography, or Astronomy, c) Petrology 
I and II, Structural Geology I or II, Marine 
Geology, or Introduction to Geophysics. 
Students who have previously taken these 
courses may substitute other graduate 
courses within the Geology and Geophys- 
ics Department with approval. One semes- 
ter of full-time residency may be necessary. 
A comprehensive examination is given to 
each student at the end of the program. 
This examination is in two parts; one part 
is oral in the Earth Sciences, the other part 
is given by the Department of Education. 

Cooperative Program 

The Department is part of a cooperative program 
with the Department of Geology at nearby Bos- 
ton University, as well as the Department of Civil 



Graduate Arts and Sciences • Geology and Geophysics • 5 7 



Engineering at Tufts University. This program 
permits degree candidates at Boston College to 
enroll in courses which are unavailable at Boston 
College but are available at Boston University or 
Tufts. A list of these courses is available in the 
Departmental office. 

Weston Observatory 

Weston Observatory, formerly Weston Col- 
lege Seismic Station (1928-1949), is a part 
of the Department of Geology and Geo- 
physics of Boston College. The Observa- 
tory, located 10 miles from the main cam- 
pus, is an interdisciplinary research facility 
of the Department and a center for re- 
search in the fields of geophysics and re- 
gional tectonics. Research by faculty, re- 
search associates, and students is directed 
primarily to seismology, geomagnetism and 
movements of the Earth's plates. Weston 
Observatory was one of the first participat- 
ing facilities in the Worldwide Standardized 
Seismograph network and also operates a 
thirty-station regional seismic network 
which records data on earthquakes in the 
northeast, as well as distant earthquakes. 
The Observatory is also the headquarters 
of the New England Seismotectonic Study, 
a cooperative effort to determine the dis- 
tribution and causes of New England seis- 
micity. A geomagnetic research facility, 
established at the Observatory in 1958, is 
instrumented for absolute magnetic obser- 
vations, the continuous recording of varia- 
tions in the components of the earth's 
magnetic field, and a magnetic field cancel- 
ling coil system for experiments requiring 
reduction of the ambient magnetic field. 
Regional geologic and plate tectonic mod- 
eling studies are chiefly concerned with the 
origin and evolution of the Northern Appa- 
lachian Mountains of the United States and 
Maritime Canada and their relation to simi- 
lar rock sequences in Ireland, the British 
Isles, western Europe and Africa. 

COURSE OFFERINGS 

An asterisk (*) after a course indicates that 
the course carries a laboratory fee. 
For undergraduate courses numbered be- 
low 300 consult the Undergraduate Cata- 
log. 

GE 302 Geochemistry (S:3) 

Prerequisites: College Chemistry, GE 200, or 

equivalent. 

An introduction to fundamentals of 
geochemical processes and how they influ- 
ence distribution of elements in the natu- 
ral environment. The subjects to be dis- 
cussed will include nucleosynthesis, isotope 
geology, water chemistry and chemical 
changes during formation of sedimentary, 
metamorphic and igneous rocks. 

Rudolph Hon 

GE 325 Geologic Computing and Computer 
Graphing 

Focus of this course is on applications of desktop 
workstations to solutions of problems in earth 
science disciplines. Solution strategies will include 



effective data management, data processing, sta- 
tistical analysis and graphical analysis. 
Not offered 1993-94 

Rudolph Hon 

GE 330 Principles of Paleontology (F:4) 
Prerequisite: GE 132, 134 or equivalent, or 
permission of the instructor 

An introduction to the study of animal 
life of the past. Consideration is given to 
the concept of species, especially the prob- 
lems of taxonomy of individuals and of 
populations. Living representatives of the 
various phyla are compared with fossil 
forms to offer evidence regarding mode of 
life, evolutionary development, and ecologi- 
cal environment. 

The companion laboratory, GE 331, 
must be taken concurrently. 

George D. Brown, Jr. 

GE 331 Principles of Paleontology Laboratory 

(F:0) 

Prerequisite: Taken in conjunction with GE 
330 

This two-hour weekly laboratory course 
will introduce students to a practical study 
of fossils. Key and important structures of 
the principal fossil invertebrate phyla will be 
studied to enable the student to identify 
and assign known and unknown fossil material. 

George D. Brown, Jr. 

GE 345 Human Evolution and Paleontology 

Prerequisite: GE 190 or instructor approval 
A seminar on human evolution beyond 
the introductory level. Five topics will be 
covered: the Genus Homo and direct ances- 
tors; life; Darwinian evolution; and three to 
be selected in consultation with the class. Limited 
to 25 students. 
Not offered 1993-94 

George D. Brown, Jr. 

GE 350 Regional Geology of North America 

Prerequisites: GE 132-134, 264 or equiva- 
lent 

A systematic investigation of the physi- 
ography, stratigraphy, structural geology, 
petrology, and distribution of the major 
geological provinces of North America. 
Not offered 1993-94 

George D. Brown, Jr. 

GE 385 Structural Geology II, Analytical 
Aspects* 

Prerequisites: GE 132 and 134 or equivalent, one 
year of college calculus, PH 2 1 1 or equiva- 
lent 

A history of the development of struc- 
tural geology will be presented during the 
first several lectures. Then quantitative 
mechanisms of fracture, faulting, and igne- 
ous intrusions will be treated, illustrating 
their relation to problems in tectonics. 

One additional two-hour problem session 
laboratory per week. 
Not offered 1993-94 

Lab fee required. E.G. Bombolakis 

R.J. Martin III 



GE 391 Introduction to Geophysics (F: 3) 

Prerequisites: GE 132, 134; MT 200-201; PH 
211-212 

An introduction to the methods of observa- 
tion and interpretation of geophysical phenom- 
ena. Topics include seismology, gravity and mag- 
netic fields, age determinations, heat flow, and 
tectonic forces. 

Alan L. Kafka 

GE 395 Ground Water Hydrology I (S: 3) 

Prerequisites: GE 134, 200, Chemistry 110, 
MT 101 or 103; or equivalents. 

An overview of ground-water hydrology 
with emphasis on concepts and principles, 
and their application to practical problem 
solving. The course is intended to provide 
a foundation for further in-depth water re- 
sources studies, and an orientation for ac- 
tive professionals wishing to broaden their 
working knowledge and understanding of 
ground-water hydrology. Michael H. Frimpter 

GE 450-452 Exploration Geophysics I and II (F: 
4-S: 4) 

Prerequisites: GE 132, MT 200-201 or MT 204, 
PH 211-212 

This is a practical course in geophysical 
exploration methods; the emphasis is on 
applications to petroleum, hydrological, and 
mineral exploration and geoengineering 
work. Part I covers seismic refraction and 
reflection methods and emphasizes modern 
techniques and applications. Part II covers 
gravity, magnetic, and electrical methods 
and their theory, instrumentation, data re- 
duction, and interpretation. 

Second semester may be taken without first 
semester by permission of instructor. 

John F. Devane, S.J. 
John E. Ehel 

GE 460 Modern and Ancient Sedimentary 
Environments (S:3) 

Prerequisites: GE 132, 134, 200, 264, or 
equivalent 

The course consists of examining the basis for 
interpreting sedimentary deposits in terms of pro- 
cesses, environments of deposition, succession of 
strata and sedimentary tectonics. The deposi- 
tional environments to be studied will include 
deserts, rivers, lakes, glaciers, coasts (del- 
tas, beaches), and marine (coral reefs, con- 
tinental shelf and pelagic deposits). 

Benno M. Brenninkmeyer 
George D. Brown, Jr. 

GE 484 Chemistry of Natural Water Systems 

Prerequisites: College level of introductory 
chemistry and calculus 

Natural water systems consist of surface and 
subsurface water reservoirs which are in a constant 
process of chemical interaction with their sur- 
roundings. Understanding of these processes (i.e., 
dissolution and precipitation) of various chemi- 
cal species will be presented from the 
standpoint of equilibrium and 

nonequilibrium thermodynamics of water-rock 
systems. 
Not offered 1 993-94 Rudolph Hon 



5 8 • Graduate Arts and Sciences • Geology and Geophysics 



GE 500 Potential Field Theory 

Prerequisites: AIT 202; PH 211-212 

This course is an introduction to the math- 
ematics of potential fields which is used to de- 
scribe such geophysical phenomena as the earth's 
gravitational and magnetic fields. The vector 
theorems of Gauss, Stokes and Green are pre- 
sented, and potential methods of solving Laplace, 
Poisson, diffusion and wave equations under ap- 
propriate geophysical conditions are presented. 
Applications of these theories are made to prac- 
tical problems in geophysics. 
Not offered 1 993-94 John E. Ebel 

GE 505 Micropaleontology 

Prerequisite: GE 330 

An introduction to the study of very small but 
geologically important taxa of the plant and ani- 
mal kingdoms. Groups studied will include the 
Foraminifera, Ostracoda, Conodonts, Bryozoa, 
and Diatoms. Three hours of lecture and one 
laboratory per week. 
Sot offered 1993-94 George D. Brown, Jr. 

GE 510 Internship and Seminar in 
Environmental Geosciences (F: 3) 

Prerequisite: Permission of instructor 

This seminar is provided for qualified upper- 
division undergraduates and graduate students 
serving as interns in industry, in government, or 
in non-profit organizations during the semester 
or the previous summer. The subject of the 
project and the activities of the internship must 
be approved in advance by the instructor prior to 
enrollment, and a final report or other suitable 
documentation of the results of the internship will 
be due at the end of the semester. Students will 
meet, at least every other week, with the instruc- 
tor and other interns to report on the nature and 
progress of their intern activities. Internships will 
be sought by the Department but suitable intern- 
ships obtained by students may be submitted to 
the instructor for approval. In some semes- 
ters the seminar may involve a group 
project on some environmental topic sug- 
gested by an outside organization or devel- 
oped by the instructor. Since technical skills 
are required, enrollment is by instructor 
approval only. Charles M. Spooner 

GE 520 Sedimentary Petrology 

Prerequisites: GE 132, 134, 264, 272 

The petrography and origin of the major sedi- 
mentary rock types will be emphasized. The use 
of mineral and chemical composition together 
with textural and sedimentary analyses to under- 
stand the production of sediment, sedimentary 
provenance and depositional environments will be 
explored. 
Not offered 1 993-94 David C. Roy 

GE 525 Theory of Mineral Equilibria 

Prerequisites: Integral and differential Cal- 
culus, Inorganic Chemistry; some knowledge 
of Thermodynamics is desirable 

The course consists of 2 interrelated 
parts. The first part will examine basic prin- 
ciples of thermodynamics; (1st, 2nd, and 
3rd law of thermodynamics) and the theory of 
solution and equilibria in the chemical system 
using geological examples. During the second part 
of the course we will apply these same principles 



to metamorphic reactions and silicate melt crys- 
tal phase equilibria. Special emphasis will be given 
to applied geothermometry and geobarometry. 
Not offered 1 993-94 Rudolph Hon 

GE 526 Igneous Petrology (S:3) 

Prerequisites: GE 272, 525 or equivalent 

The origin and evolution of molten silicate- 
solid rock systems is reviewed in the light of 
chemical, experimental, and petrographic evi- 
dence. Principles of phase equilibria, liquid-solid- 
vapor interactions, sources of thermal energy and 
their relation to tectonic environments, Theologi- 
cal properties of solid, semi-solid, and liquid rock 
states, classification and tectonic interpretation, 
major and trace element geochemistry are among 
the many topics discussed in this course. 

Rudolph Hon 

GE 528 Metamorphic Petrology 

Prerequisites: GE 272 or equivalent 

This course examines the nature and origin of 
rocks that formed by metamorphism of pre-ex- 
isting rocks. Topics will include the interpreta- 
tion of mineral assemblages, their phase relations, 
and the pressure-temperature regimes of meta- 
morphism. 
Not offered 1993-94 J. Christopher Hepburn 

GE 530 Marine Geology 

Prerequisites: GE 132, 134, 272 

Recent geological, geophysical and geochemi- 
cal information on the ocean basins is examined. 
Emphases are placed on modern sedimentation 
and deformation dynamics, and ocean basin his- 
tory revealed by cored and dredged sediments and 
igneous rocks, together with seismologic, gravity, 
heatflow, and magnetic data. 
Not offered 1993-94 Benno M. Brenninkmeyer 

GE 539 Coastal Geology 

Prerequisites: GE 132, 134, MT 200-201 or MT 
204, PH 2 1 1 

Processes of deposition and erosion of the 
world's coastline. Topics to be considered are 
classification of shorelines; sea level changes; 
beach, paludal, deltaic, evaporite and carbonate 
environments. Special attention is given to shal- 
low water hydrodynamics. 
Not offered 1993-94 Benno M. Brenninkmeyer 

GE 542 Engineering Geology 

Prerequisites: PH 2 1 1 and Structural Geol- 
ogy I or equivalents 

Emphasis will be given to analysis of problems 
frequently encountered in the engineering geol- 
ogy of sediments, utilizing principles of 
geotechnical engineering. The problems will in- 
clude basic processes such as those in hydrology 
that affect the mechanical behavior of sediments, 
time-dependent ground settlement, slope stabil- 
ity, and landslides. 
Not offered 1 993-94 E. G. Bombolakis 

GE 543 Plate Tectonics and Mountain Belts 

Prerequisites: GE 285 and GE 272 

The idea that the surface of the earth is not 
fixed but moves in response to convection cur- 
rents in the asthenosphere has revolutionized 
geology. While a great deal is known about Plate 
Tectonics, the full implications of this theory are 
subject to much current research and debate that 
will certainly continue to be a focus of geological 



thought well into the future. A particular empha- 
sis will be on the use of Plate Tectonic processes 
in the interpretation of the origin of mountain 
belts and other large-scale geological structures. 
Both modern and ancient examples will be dis- 
cussed as will current ideas for the analysis of ex- 
otic terrains. 
Not offered 1993-94 J. Christopher Hepburn 

GE 547 Advanced Structural Geology 

Prerequisite: Consent of instructors. 

The course begins with an introduction to 
deformation of the lithosphere, culminating in a 
comparison of the North American Cordillera 
with the Appalachians. This comparison involves 
the principles of deformation of materials and the 
analyses of stress and strain, m order to analyze 
stress-strain and stress-strain-time behavior of the 
lithosphere. Initially, the subsidence of continen- 
tal margins, subsidence due to extension, and sub- 
sidence due to sedimentation in basins are treated 
in introductory quantitative terms. Then defor- 
mation mechanisms such as elasticity, thermal ex- 
pansion, plastic deformation, pressure solution, 
and compaction are incorporated into the analy- 
sis of faults, faulting processes, folds, folding pro- 
cesses, including the development of several types 
of intrusive structures. Three hours of lecture per 
week. 

Not offered 1 993-94 E. G. Bombolakis 

R.J. Martin 111 

GE 550 Geostatistics 

Prerequisites: GE 115, 125 or equivalents: Com- 
puter Programming recommended. 

Practical approach to statistical and probabi- 
listic procedures for the acquisition, analysis and 
interpretation of geologic and ecologic data. In- 
troduction to mathematical models of gaussian 
and non-normal populations. Both single-variable 
and multivariable problems will be considered. 
Not offered 1 993-94 Benno M. Brenninkmeyer 

GE 572 Geophysical Data Processing 

Prerequisite: GE 391, Computer Program- 
ming 

The techniques of convolution, correlation 
and spectral analysis are applied to seismic, mag- 
netic and gravity data, with emphasis on the 
theory and construction of two-dimensional 
filters in the interpretation of geophysical data. 
Not offered 1 993-94 Alan Kafka 

GE 595 Groundwater Hydrology II (F: 3) 

Prerequisite: GE 395 

The course covers the following: 1) theory of 
groundwater flow, aquifer properties and defini- 
tions; Darcy's law; definitions of elevation and 
pressure heads; steady and unsteady one and two- 
dimensional flow; 2) well and aquifer relation- 
ships; flow to wells; discharge and drawdown re- 
lationships; well efficiency, etc., 3) analysis of dis- 
charging wells and other test data; steady state and 
transient equations; type curve solutions, recov- 
ery analysis and leaky aquifer solutions, and 4) 
Methods used in determining aquifer character- 
istics. 

Alfredo Urzua 



Graduate Arts and Sciences • Geology and Geophysics 



•59 



GE 610 Physical Sedimentation 

Prerequisites: GE 132, 134, 264, 272; MT 100- 
101;PH211 

A study of the physical dynamics of ero- 
sion, transport, and deposition of particu- 
late materials in fluid media. Experimental 
and empirical data on both channelized and 
nonchannelized flow systems will be exam- 
ined. Special attention will be given to sedi- 
mentary structures and their hydrodynamic 
interpretations. Laboratory GE 611 re- 
quired. 
Not offered 1 993-94 David C. Roy 

GE 61 1 Physical Sedimentation Laboratory 

Experiments that illustrate sediment transport 
mechanisms and the development of sedimentary 
features in sandstone beds are performed using 
recirculating flumes. 
Not offered 1 993-94 David C. Roy 

GE 635 Ground Water Modelling (S: 3) 

Prerequisites: Knowledge of 2nd year Cal- 
culus, Introductory Physics, Fortran (or any 
other computer language), and some expe- 
rience with an IBM personal computer. 

Some topics of this lecture course that will be 
covered are a review of the fundamental principles 
of ground water flow; finite difference method as 
applied to steady state and transient flow prob- 
lems; and introduction to the finite element 
method as applied to steady state and transient 
flow problems. Microcomputer versions of 
MODFLOW, AQUIFEM and FLOWNET are 
introduced. Alfredo Urzua 

GE 640 Geomechanics 

Prerequisites: Consent of instructor 

The principles of rock deformation will be 
emphasized, with applications to plate tectonics, 
structural geology, and case history problems 
encountered in the field of engineering geology 
of rock masses. 
Not offered 1 993-94 E. G. Bombolakis 

GE 660 Introduction to Seismology (F: 3) 

Prerequisites: GE 134 or equivalent, MT 
200-201 or MT 204 (may be taken con- 
currently) 

A basic course in seismology, including seis- 
mograph calibration, ray theory, body and surface 
waves, location, magnitude and intensity. Also 
discussed are seismicity, energy release, focal 
mechanisms, and fault-plane solutions. 

John E. Ebel 

GE 661 Theoretical Seismology (S:3) 

Prerequisites: PH 480, GE 660 or equivalent 

An advanced course in seismology. Elasticity 
and development of the wave equations, reflec- 
tion and refraction, energy partitioning, inversion 
of body wave data and dislocation theory of earth- 
quakes are included. Alan Kafka 

GE 662 Geomagnetism (F:3) 
Prerequisites: GE 391, GE 500 

Analysis of the Earth's magnetic field in space 
and time. Origin of the field; secular variation; 
magnetic storms; micropulsations; electrical con- 
ductivity of the Earth; paleomagnetism and its 
relationship to theories of global tectonics. 

John F. Devane, SJ. 



GE 663 Gravity Fields 

Prerequisites: PH 480 or equivalent 

Derivation of theoretical gravity formulas, 
geoidal heights, anomalistic gravity reductions, 
two-and three-dimensional modelling, and satel- 
lite geodesy. 
Not offered 1993-94 The Department 

GE 668 Inverse Theory in Geophysics 

Prerequisite: MT 305, Programming Expe- 
rience in FORTRAN or C 

The theory of the linear and non-linear inver- 
sion of data for model parameters and its appli- 
cation to various problems in geophysics is pre- 
sented. Theories such as the generalized inverse, 
the stochastic inverse, and the maximum likeli- 
hood inverse are developed. The theory and prac- 
tical application of non-linear inversion is dis- 
cussed. 
Not offered 1 993-94 John E. Ebel 

GE 672 Physics of the Earth (S:3) 

Prerequisite: Permission of instructor 

An advanced seminar course covering 
topics related to the physics behind plate 
tectonics. Topics include crustal deforma- 
tion properties, the gravitational seismic 
and thermal structures of the earth, mantle 
convection and the driving forces of plate tecton- 
ics are covered. John E. Ebel 

GE 680 Geotectonics 

This is a combined lecture and laboratory course 
dealing with structural and tectonic features re- 
sulting from the interaction of plate motion and 
the development of mountain belts. The struc- 
tural and tectonic features will include several of 
prime interest in the oil industry, such as fault- 
propagation folds and faults. 
Not offered 1 993-94 E. G. Bombolakis 

R.J. Martin III 

GE 690 Tectonics of the Appalachian Orogen 
and Related Terrains (S:3) 

Prerequisites: GE 285, 290, 526, 528 

The most significant literature on the 
nearly one billion year evolution of the com- 
ponent terranes that now comprise this 
Circum-Atlantic mountain system will be 
reviewed and analyzed. Stratigraphic, struc- 
tural, petrologic and related geophysical, 
geochemical, and paleontological parameters 
important for holistic tectonic reconstructions 
will be emphasized. 

James W. Skehan, S.J. 

GE 790 Seminar in Environmental Geology 

(F:3) 

The source of water for municipalities and pri- 
vate residences in much of the country is obtained 
from fractured bedrock. These water supplies, 
particularly in the northeast, are in danger. Con- 
taminants from industrial sources seep through 
the overburden and into fractured bedrock aqui- 
fers. In this course we will discuss topics pertain- 
ing to the quantification and description of frac- 
tured bedrock aquifers. As an integral part of the 
analysis, the formation of fractured and jointed 
networks with the rock will be investigated. The 
effect of depth on the permeability and transport 
properties of the aquifer will be considered in 
detail. Case studies will be analyzed to illustrate 
ways in which transport of contaminants in frac- 



tured media are commonplace. Remediation 
techniques for cleaning up these bedrock aquifers 
will be presented. The course will consist of lec- 
tures and student presentations. A term paper will 
be prepared by each student and presented in 
class. 

E.G. Bombolakis 
R.J. Martin III 

GE 792 Applications of the Geographical 
Information System (ARC/INFO) (S: 3) 

Geographical Information System (GIS) is an 
integrated software environment that has 
two parts: information handling (data man- 
agement) for both information organization and 
retrieval, and a second part that allows visual dis- 
play of data in a graphical form on a map (geo- 
graphical coordinate system). This course is de- 
signed to give students a working knowledge and 
a practical experience in applying computers in 
their studies and/or research; there are no prereq- 
uisites. 

Many of the assignments will use maps. 
Complementing the introduction and overview 
will be in-depth training using graphics, worksta- 
tions, and terminals. Michael Terner 

GE 793 Seminar in Environmental Geoscience: The 
Geotechnical Bases for Governmental Policies and 
Regulations (S: 3) 

Through guest lecturers, expert in their 
regulatory and technical fields, this course 
will examine policy and scientific issues con- 
cerning the quality of the environment. 
Topics will include the Clean Air Act and air 
quality measurements; the Safe Drinking 
Water Act and water resource protection; 
the Toxic Substance Control Act and health 
effects from environmental pollutants; and 
the disposal of hazardous and solid wastes. 

Charles M. Spooner 

GE 794 and 796 Seminar in Geology: 
(F: 3-S: 3) 

The analysis and discussion of topics of current 
interest in geology. 

The Department 

GE 795 and 797 Seminar in Geophysics (F: 3-S: 
3) 

The analysis and discussion of problems of cur- 
rent interest in geophysics. 

The Department 

GE 798 Reading and Research in Geophysics 
(F: 3-S: 3) 

A study of some problem or area of knowledge in 
geophysics. The Department 

GE 799 Reading and Research in Geology 

(F: 3-S: 3) 

A study of some problem or area of knowledge in 

geology. The Department 

GE 801 Thesis Seminar (F: 3-S: 3) 

A thesis research course under the guidance of a 
faculty member. 

The Department 



60 • Graduate Arts and Sciences 'History 



GE 802 Thesis Direction (F: 0-S: 0) 

A non-credit course for those who have received 
six credits for Thesis Seminar but who have not 
finished their thesis. This course must be regis- 
tered for and the continuation fee paid each se- 
mester until the thesis is completed. 

The Department 



Germanic 



Studies 



Although the Germanic Studies Department 
does not offer a graduate degree, the fol- 
lowing course is available to graduate stu- 
dents from various departments. 

GM 1 99 Germanic Studies (F: 0) 

The course prepares the student for either 
a graduate language reading examination or 



the standardized Princeton type of test and 
provides him or her with the ability to read 
general or specialized material in his or her 
own as well as related major fields. Note: 
No previous German is required for this 
course. Gert Bruhn 



H 



i 



T 



O 



R 



FACULTY 

Andrew Buni, Professor; A.B., A.M., University 
of New Hampshire; Ph.D., University ofVirginia 

James E. Cronin, Professor, Chairperson of the 
Department; B.A., Boston College; M.A., North- 
eastern University; Ph.D., Brandeis University 

Radu R. Florescu, Professor; A.B., A.M., B.Litt., 
Oxford University; Ph.D., Indiana University 

John L. Heineman, Professor; A.B., University of 
Notre Dame; Ph.D., Cornell University 

Raymond T. McNally, Professor; A.B., Fordham 
University; Ph.D., Free University of Berlin 

David A. Northrup, Professor; B.S., M.A., 
Fordham University; M.A., Ph.D., University of 
California, Los Angeles 

Thomas H. O'Connor, Professor; A.B., A.M., 
Boston College; Ph.D., Boston University 

Alan Reinerman, Professor; B.S., A.M., 
Xavier University; Ph.D., Loyola University 

Peter H. Weiler, Professor; A.B., Stanford 
University; A.M., Ph.D., Harvard Unversity 

Silas H. L. Wu, Professor; A.B., National 
Taiwan University; A.B., University of Cali- 
fornia at Berkeley; A.M., Yale University; 
Ph.D., Columbia University 

Benjamin Braude, Associate Professor; 
A.B., A.M., Ph.D., Harvard University 

Paul Breines, Associate Professor; A.B., 
A.M., Ph.D., University of Wisconsin 

Robin Fleming, Associate Professor; 
B.A., M.A., Ph.D., University of California at 
Santa Barbara 

Ellen G. Friedman, Associate Profes- 
sor; B.A., New York University; Ph.D., C.U.N.Y. 
Grad School 



Mark I. Gelfand, Associate Professor; 
A.B., City College of New York; A.M., Harvard 
University; Ph.D., Columbia University 

R. Alan Lawson, Associate Professor; 
A.B., Brown University; A.M., University of 
Wisconsin; Ph.D., University of Michigan 

Roberta Manning, Associate Professor; 
A.B., Rice College; A.M., Ph.D., Columbia 
University 

Rev. Francis J. Murphy, Associate 
Professor; A.B., Holy Cross; A.M., Ph.D., 
Catholic University 

Kevin O'Neill, Associate Professor; A.B., 
Marquette University; A.M., Loyola Univer- 
sity; Ph.D., Brown University 

Thomas W. Perry, Associate Professor; 
A.B., A.M., Ph.D., Harvard University 

Carol M. Petillo, Associate Professor, 
Director of Graduate Studies; A.B., Montclair 
State College; A.M., Ph.D., Rutgers Univer- 
sity 

Virginia Reinburg, Associate Profes- 
sor; A.B., Georgetown University; M.A., 
Ph.D., Princeton University 

Alan Rogers, Associate Professor; A.B., 
M.A., Ph.D., University of California, Santa 
Barbara 

John H. Rosser, Associate Professor; 
A.B., University of Maryland; A.M., Ph.D., 
Rutgers University 

Judith E. Smith, Associate Professor; 
B.A., Radcliffe College; M.A., Ph.D., Brown 

University 

Paul G. Spagnoli, Associate Professor; 
A.B., Holy Cross; A.M., Ph.D., Harvard Uni- 
versity 



John Tutino, Associate Professor; A.B., 
College of the Holy Cross; Ph.D., University 
of Texas at Austin 

L. Scott Van Doren, Associate Profes- 
sor; A.B., Oberlin College; A.M., Ph.D., 
Harvard University 

Lawrence Wolff, Associate Professor; 
A.B., Harvard College; M.A., Ph.D., Stanford 
University 

Sherri Broder, Assistant Professor; B.A., 
Hampshire College; M.A., State University 
of New York at Binghamton; Ph.D., Brown 
University 

Karen Miller, Assistant Professor; B.A., 
M.A., University of California at San Diego; 
Ph.D., University of California at Santa Bar- 
bara 

Mrinalini Sinha, Assistant Professor; 
M.A., Jawahawlal Nehru University; M.A., 
Ph.D.,S.U.N.Y. 

PROGRAM DESCRIPTION 

The M.A. and Ph.D. degrees are offered with 
concentrations in Medieval History, Early 
Modern European History, Modern European 
History, American History, and Latin Ameri- 
can History. The Department also offers 
work in African History, Middle Eastern His- 
tory, and Asian History. 

The Department sponsors interdiscipli- 
nary work leading to Master's degrees in 
American Studies, in European National 
Studies and in Medieval Studies. A Master 
of Arts in Teaching (M.A.T.) program for 
secondary school history teachers is admin- 
istered by the Department of Education. 



Graduate Arts and Sciences • History • 6 1 



Master of Arts Programs 

Requirements: The M.A. degree requires 30 
graduate credits, a distribution requirement 
for each particular program and an oral 
comprehensive examination. The one ex- 
ception to this is the European National 
Studies Program, which requires 36 cred- 
its. 

Students are not allowed to complete 
the M.A. program by attending only sum- 
mer sessions but are required to take a total 
of at least four courses (12 credits) dur- 
ing the regular academic year. 

The Master of Arts in History 

All candidates for the M.A. in History are 
encouraged to pursue an individual course 
of study, developed in conjunction with a 
faculty advisor, selected by the student 
during the first year in the program. In 
making their selection of courses and semi- 
nars, students are urged to widen their 
chronological and cultural horizons while 
deepening and specifying one special area 
of concentration. Considering these crite- 
ria, students are advised usually to select 
and complete 18 hours in a major area and 
12 hours in a minor area. Available as ma- 
jor or minor areas are American History, 
Medieval History, Early Modern European 
History, Modern European History, (encom- 
passing English, Irish, Continental European, 
East European, and Russian History) and 
Latin American History. Other minor areas 
available are African, Middle Eastern, and 
Asian History. 

Students whose prior academic prepa- 
ration is sufficient to warrant an exception 
be made to the above requirements may, 
with the consent of their advisor, ask the 
Department's for permission to substitute 
a different proportion or variety of courses 
and areas than those generally required. 
The opportunity for study in a major or 
minor area is open to the extent that the 
Department offers sufficient course work 
in the student's area of interest. 

The possibility of study in departments 
outside of History exists, and with the per- 
mission of the Graduate Committee of the 
Department, a candidate whose advisor so 
recommends may earn as many as six cred- 
its in Classics, Economics, English, Political 
Science, Sociology or other related disci- 
plines. Graduate credits earned in a related 
discipline will be included in the distribution 
requirements for the appropriate area. 

In addition to the general requirements 
for the M.A. degree, students in the History 
program are required to complete a semi- 
nar in their major area. They must also pass 
a foreign language reading examination, 
ordinarily in French, German, Russian, or 
Spanish. Another foreign language, when 
relevant to the research of the student, 
may be substituted with permission of the 
Graduate Committee of the Department. 
Students also take an oral comprehensive 
examination, administered by the student's 
advisor and two additional faculty mem- 



FIELDS OF STUDY IN THE DOCTORAL PROGRAM 



AREA 

American History 



Medieval History 



Early Modern 
European History 



Modern European 
History 



Russian and Eastern 
European History 



Latin American 
History 



Other Areas 

(Minor only) 



FIELDS 

American History to 1789 

American History, 1789-1877 

American History, 1 865 to present 

American Intellectual History 

American Social History 

American Urban History 

American Racial and Ethnic History 

American Diplomatic History 

American Women's History 

Medieval Social and Economic History 
Medieval Cultural and Religious History 
Medieval Political History 

Renaissance Europe 

Reformation and Counter-Reformation 

Europe in the 1 7th and 1 8th Centuries 

Early Modern Social and Economic History 

England in the 18th century 

Early Modern French History 

Early Modern Spanish History 

Modern Europe, 1789-1914 

Modern Europe, 1870-1945 

Contemporary Europe 

Modern European Intellectual History 

Modern European Social and Economic History 

Modern European Diplomatic History 

British History since 1815 

German History since 1789 

French History since 1789 

Irish History since 1789 

Italian History sincel789 

Eastern Europe since 1789 

European Imperialism 

Pre-Revolutionary Russian History 
Soviet History 

Eastern Europe before 1 789 
Eastern Europe since 1789 

Colonial Latin American History 
Modern Latin American History 
Central American/Caribbean History 
South American History 
Mexican History 

History of China 
African History 
Middle Eastern History 
Ancient History 
History of India 



bers, one from the major area and one from 
the minor. 

Students may complete the Master's 
degree with or without a thesis. Those wish- 
ing to write a thesis should complete all of 
the other requirements for the degree and 
request permission. The thesis counts for 
six credits and must be approved by the 
candidate's major advisor. 



The Master of Arts in American Studies 

American Studies is designed to develop an 
understanding of the American experience 
by bringing the student to an integrated 
holistic engagement with American culture. 
The program is extensive in that it allows 
the student to work in a number of differ- 
ent disciplines and intensive in that the 
techniques and information which he or she 



62 • Graduate Arts and Sciences • History 



learns from them are focused upon particu- 
lar problems in American culture. 

American Studies at Boston College is 
an interdepartmental program leading to 
the Master of Arts degree. Participating in 
the program are the Departments of His- 
tory, English, Sociology, Economics and 
Political Science. The program is adminis- 
tered by a committee composed of repre- 
sentatives from each of the cooperating de- 
partments. A two-semester core course 
required of all American Studies candidates 
seeks to bring the broad range of interests 
of the cooperating departments to bear on 
American culture in order to show how a 
good interdisciplinarian would attack 
themes, problems, and issues, in a chosen 
field. 

Requirements: Candidates for the M.A. in 
American Studies will concentrate in one of the 
cooperating departments. In addition to 6 hours 
for the core course, all students will be expected 
to earn 12 hours in their field of major concen- 
tration, 9 hours in a field or fields related to their 
major interest, and 3 hours for one additional re- 
search seminar. 

The candidates will take an oral comprehen- 
sive examination which will be tailored to reflect 
their capacity to synthesize diverse areas of knowl- 
edge and will focus on their major interest. The 
examining board should consist of at least one 
member of the American Studies committee. 

An applicant for admission to the American 
Studies program should submit an application to 
the department of desired major concentration. 
Admission of any applicant will be determined 
both by the major department and by the Ameri- 
can Studies committee. 

European National Studies 

The M.A. in History is also offered in a pro- 
gram on the history and language of a single 
European nation. At present, programs are 
offered in British, French, German, Irish, 
Russian, and Spanish studies. Except as noted 
below, students in European National Studies 
must complete 36 credits of approved 
courses and pass an oral comprehensive 
examination. 

At least 18 credits must be in history, 
of which at least 6 credits should be in 
general European surveys (including one 
colloquium), and at least 9 credits in the 
history of one European nationality (includ- 
ing a seminar in which that national lan- 
guage is used for research). Except for 
those in British and Irish studies, students 
must complete at least 12 credits in appro- 
priate foreign language and literature 
courses, and receive a high pass on a writ- 
ten examination in that language. Students 
with sufficient background to enter lan- 
guage courses at the intermediate level or 
above may be permitted to take only 6 
credits of course work in language and lit- 
erature courses and be exempted from 6 
credits of work toward the degree. 

Students in Irish studies must, in addi- 
tion to 30 credits in history, Irish literature, 
and other relevant disciplines, take 6 cred- 



its in beginning Irish Gaelic. Students in Brit- 
ish studies must take a total of 30 credits 
in history, English literature, and other ap- 
propriate courses, and fulfill the 
Department's usual foreign language re- 
quirement. 

Medieval Studies 

The Department of History offers an oppor- 
tunity in Medieval Studies for students plan- 
ning to pursue advanced studies in the 
medieval field at Boston College or at other 
institutions. Students interested in this 
course of study will be expected to take at 
least nine hours in Medieval History and at 
least six hours of graduate study in one of 
the related areas. The attention of History 
majors is directed to courses in medieval 
subjects offered by other departments. If 
the student is doing a thesis it will be writ- 
ten under the direction of a member of the 
History Department and will be read by a 
member of the department in the related 
field of study. In addition to the language 
requirements of the Department, the can- 
didate will be expected to know Latin. All 
other requirements for the M.A. degree will 
remain in effect. 

The Doctor of Philosophy in History 

The Ph.D. is a research degree and requires 
special commitment and skills. While the 
degree is not granted for routine fulfillment 
of certain regulations, nor for the success- 
ful completion of a specified number of 
courses, there are certain basic require- 
ments. These may, however, be modified 
as individual circumstances warrant. 

1. Course and Residency Requirements: 
Students entering directly into the Ph.D. 
program are required to complete 42 credits, 36 
of which are to be earned prior to taking 
comprehensive exams. The last six credits 
are to be earned by taking the Dissertation 
Seminar (3 credits) and readings and re- 
search (3 credits) directed toward the dis- 
sertation with the major professor. Stu- 
dents entering the program with a Master's 
degree in History from an institution other 
than Boston College will be required to com- 
plete 18 credits. All students in the Ph.D. 
program are required to pursue two semes- 
ters of full-time study during the first year 
and must, in the course of their studies, 
complete at least two seminars (one of 
which may be the dissertation seminar), and 
at least two colloquia (one in the major and 
one in a minor area). 

2. Faculty Advisor: During the first semes- 
ter of full-time study, the doctoral student 
will pick a faculty advisor, who will oversee 
the student's progress in preparing for 
comprehensive exams and in developing a 
dissertation topic. 

3. Plan of Study: By the conclusion of the 
first semester, and after full consultation 
with the advisor and the Director of Gradu- 
ate Studies, the student shall file a plan of 
study leading to the comprehensive exami- 
nation. This plan of study will consist of 
three areas of concentration (as follows). 



One of these areas will be designated as the 
major area. From within this major area, the 
student shall choose two fields of study. 
Because the student will be expected to 
develop a mature understanding of this 
major area as a whole, one of these two 
major fields should be general in nature. The 
student shall then select one field of study 
from each of two additional areas of con- 
centration. Normally, faculty will require 
that students take at least some formal 
course work in each field and will expect 
students to develop and master a reading 
list of important books and articles that has 
been agreed to by the student. With the 
approval of the advisor and the Director of 
Graduate Studies, the student may offer, 
as one of the two minor areas, a discipline 
related to history or a topic within that cuts 
across traditional geographical or chrono- 
logical boundaries. When considered neces- 
sary to the student's program, the depart- 
ment may require advanced-level work in a 
related discipline either as a minor field or 
as supplemental work. This plan of study 
may be reviewed, evaluated, and revised 
whenever necessary. Changes, however, 
must be approved by the advisor and the 
Director of Graduate Studies. 

4. Areas and Fields: The areas and fields a 
student may choose to study are listed 
above. 

Substitution of other areas of study 
must be approved by the Graduate Com- 
mittee of the Department. Approval will be 
based upon the availability of appropriate 
faculty at Boston College or at the schools 
involved in the Consortium program — 
Brandeis University, Boston University, and 
Tufts University. 

5. Language Requirements: The student 
must demonstrate a reading knowledge of 
at least two foreign languages, usually 
French, German, Russian or Spanish. Sub- 
stitution of another foreign language may 
be permitted upon recommendation of the 
student's advisor and with the approval of 
the Director of Graduate Studies. The lan- 
guage requirement must be fulfilled prior to 
taking comprehensive examinations. 

Students who select Medieval History as 
their major area must pass an additional 
qualifying examination in Latin (and/or 
Greek for Byzantine History), before taking 
the comprehensive examination. Students 
concentrating in American History may sub- 
stitute competency in a field of particular 
methodological or theoretical relevance to 
their program of study for competency in 
a second foreign language. To do so, students 
must petition the Graduate Committee for 
the substitution, explaining the nature of 
the field and its importance to the plan of 
study, particularly the dissertation. It will be 
the responsibility of the student's major 
professor to assess and certify that the 
student has acquired the appropriate skills 
and knowledge. 

6. The Comprehensive Examination. The 
student's oral comprehensive examination 



Graduate Arts and Sciences • History 



6 3 



will normally be conducted by an examin- 
ing board composed of four faculty members, two 
from the student's major area, and one 
each from the two minor areas. 

The comprehensive examination is not 
restricted to the content of graduate 
courses but will be more general in nature. 
While it is expected that the student will 
have, by the time of the examination, a 
thorough grasp of the significant historiog- 
raphy in the three areas of study, the ex- 
amination itself is more directly concerned 
with the maturity of the student's comprehension 
and with the ability to analyze, interpret, and 
evaluate. 

7. The Dissertation: Students are encouraged to 
develop a dissertation topic even before taking and 
passing comprehensive exams. The last six cred- 
its earned for the degree should be focused 
explicitly on the dissertation, however. 
These should include the Dissertation Semi- 
nar and independent research with the 
major advisor. Ordinarily, these will be done 
after students have taken comprehensive 
exams. Dissertation proposals must be ap- 
proved by the faculty advisor, who serves as its 
director, and by the Graduate Committee of the 
Department, and should be completed by the end 
of the semester following the passing of compre- 
hensive exams. The dissertation itself must be 
approved by a committee of three readers, the 
director and two other faculty, approved by the 
Director of Graduate Studies. It must also be 
defended in an oral examination to which the 
entire graduate faculty in History is invited. 

Application to the M.A. and Ph.D. 
Programs 

The deadline for applications to the graduate pro- 
grams in History and for financial aid, is March 
1. The Department does not ordinarily make 
decisions in the fall for January admissions. Pri- 
ority in the awarding of financial aid is usu- 
ally given to students applying to the Ph.D. 
program. Students who ultimately plan to 
pursue a Ph.D. should therefore consider ap- 
plying directly to the doctoral program. Pack- 
ets containing application materials can be ob- 
tained by writing or phoning the Director of 
Graduate Study, History Department. Along with 
the forms in the packet all applicants should sub- 
mit the following material: 1) scores of the Gradu- 
ate Record Exam (the history subject test is not 
required); 2) a succinct typed statement outlining 
your reasons for pursuing graduate study in his- 
tory; 3) a sample of your historical writing (a pa- 
per written for a recent course or one written 
expressly for the application); and 4) three (3) let- 
ters of recommendation. 

COURSE OFFERINGS 

Advanced Electives 

Graduate students may take most ad- 
vanced undergraduate electives for gradu- 
ate credits. Typically, graduate students 
fulfill additional requirements specified in ad- 
vance by the professor. Formal permission is re- 
quired for graduate students to register in such 
courses. 



HS 303 The Rise of Modern China (F: 3) 

A survey of political, social and intellec- 
tual history from 1600 to the May Fourth 
Movement (Intellectual Revolution) around 
1919 with special attention to the Western impact 
on China's domestic development from the 
mid-nineteenth to the early twentieth cen- 
tury. Silas Wu 

HS 304 20th-century China (S: 3) 

The course will first provide an overview of 
the political, social and intellectual history 
of China in the twentieth century from 
1900 to the present; it will then focus on 
analyses of crucial issues during the period of the 
Republic of China from 1912 to 1949, in- 
cluding such topics as the Intellectual Revo- 
lution (The May Fourth Movement), 
warlordism and political unification, Japa- 
nese and Western imperialism and its im- 
pact on China's national disintegration, and 
the rise of the new ruling elite and its role 
in the process of national integration and 
modernization. The period of the People's Re- 
public since 1950 will also be covered briefly. (A 
full treatment of the history of Chinese Commu- 
nism will be given in Hs 305. Silas Wu 

HS 305 Mao and the Communist Revolution in 
China (S: 3) 

A study of the Chinese Communist Revolu- 
tion starting from its founding to the 
present with special emphasis on the per- 
sonification of Mao in Chinese Communism. 
The first half of the course will cover the 
pre- 1949 years including Mao's early expe- 
riences in Hunan, the Long March, ideology 
and strategies during the War and the Civil 
War; the second half will cover the post- 
1949 period under the People's Republic. 
Attention will also be given to the 
desanctification of Mao after 1976 under 
the leadership of the pragmatists. 

Silas Wu 

HS 321 Mexico (S:3) 

Mexican society is deeply divided between a ma- 
jority rooted in diverse Native American cultures 
and a ruling minority of European origins and 
orientations. Since independence, the attempt to 
bring peoples of such conflicting traditions into 
one nation has produced a history of cultural and 
social conflict, culminating in the great revolution 
of 1 9 1 to 1 940. This course explores that history 
of conflict, the revolution, and their consequences 
for contemporary Mexico. John Tut in o 

HS 326 History of Modern Iran (S: 3) 

The primary objective of this course is 
to provide an analysis of the trends and 
transformations in the political, social and 
cultural history of Iran from the late nine- 
teenth century to the present. Particular 
emphasis will be placed on the following 
topics: major structural changes in the Iranian 
economy and society in the latter part of the 1 9th 
century; social and religious movements in the 
19th century; the constitutional revolution of 
1905-191 1; the changing relations between Iran 
and the West; Iran's experience as a "moderniz- 
ing" state, 1925-1979; the cultural roots and the 
social-structural causes of the Iranian Revolution 



of 1977-79; economic and political developments 
in Iran since the revolution; and Iran's current 
regional and international role. 

Ali Banuazizi 

HS 362 Community and Wealth in the Middle 
Ages (S:3) 

This social and economic history course 
focuses narrowly on two themes: how 
people throughout the Middle Ages organized 
themselves for the sake of their property, for per- 
sonal protection, and for salvation; and how they 
marshaled the limited resources of their age for 
fun and profit. The course is broken into 
four chronological sections — the early 
Middle Ages, the central Middle Ages, the 
High Middle Ages, and the late Middle Ages. 
In our study of each period we will examine 
money, trade, the village, the family, mar- 
riage, lordship, towns, and spiritual commu- 
nities. Robin Fleming 

Hs 369 Andean History (S:3) 

The Department 
HS 394 The Age of Jackson (F: 3) 

A study of the Jacksonian period of 
American History, with particular emphasis 
upon the way in which new political ideolo- 
gies influenced changing patterns of 
thought in social, economic, and cultural 
affairs during the 1830s and 40s. Special 
consideration will be given to historical 
developments in New England and the 
Northeast. Thomas H. O'Connor 

HS 399 The Gilded Age (F: 3) 

A survey of major political, social, eco- 
nomic, and cultural developments in the 
United States from 1877 to 1897. The 
course will focus on the aftereffects of 
national Reconstruction policy; the impact 
of industrialization and the philosophy of 
Big Business; the nature of literary and cul- 
tural standards during a period of conspicu- 
ous consumption; and the response of 
farmers, laborers, and immigrants that led 
to the Populist crusade. 

Tho?nas H. O'Connor 

HS 401 (TH 444) The Reformation (S: 3) 

This course will explore the religious and 
social history of the Protestant and Catho- 
lic Reformations. We shall examine in detail 
the major theological and ecclesiological 
questions of the sixteenth century by fo- 
cusing on the ideas and activities of 
Erasmus, Luther, Calvin, Ignatius Loyola, 
and Teresa of Avila. However, we shall also 
devote considerable attention to the opin- 
ions and religious practices of the ordinary 
believer — Protestant and Catholic, female 
and male, peasant and aristocrat. Thus the 
relationship between theology and religious 
experience will be an important theme of 
the course. Virginia Reinburg 

HS 407 The European Renaissance (F:3) 

This course explores the extraordinary flowering 
of literature and the arts during the fourteenth and 
fifteenth centuries, which we call the Renaissance. 
Originating in the passionate identification which 
Italian writers like Petrarch and artists like Giotto 



64 • Graduate Arts and Sciences • History 



felt with their ancient Roman past, the Renais- 
sance produced a wealth of new work in painting, 
sculpture, architecture, literature, political 
thought, and philosophy. The course will focus 
on the social history and local meaning of human- 
ism and the visual arts. It will do this by compar- 
ing the Italian Renaissance to the northern Eu- 
ropean Renaissance, in an effort to understand 
how the classical revival was shaped by regional 
cultures and circumstances. Virginia Reinburg 

HS 408 Lombards and Tuscans in the Italian 
Peninsula, 600- 1 600 (F:3) 

A survey of political, economic, social, and 
cultural developments in the regions of 
Lombardy and Tuscany from an era usually 
characterized as "Barbarian" through the 
period of "Renaissance." Using images of 
objects and English-language primary and 
secondary texts written by scholars in sev- 
eral disciplines, students in the course will 
be asked to consider how life was lived by 
residents of Milan and Florence during these 
ten centuries — and what the most signifi- 
cant changes were in the experiences of the 
populations of the two cities during that 
period. Scott Van Doren 

HS 413-414 Social and Economic History of 
Britain (F:3-S:3) 

The first half of a two-semester survey, this 
course traces the social and economic his- 
tory of Britain (including Ireland and the 
Empire) from the Glorious Revolution of 
1688 to the onset of the second industrial 
revolution around 1870. Topics include the 
rise of class society, the persistence of 
aristocratic power, the emergence of a 
consumer society, changing attitudes to 
crime and the law, changes in gender rela- 
tions and the regulation of sexuality, popular cul- 
ture, imperialism and its social effects, the labor 
movement, religious revivalism, and 
Victorianism. Peter Weiler 

HS 4 1 7 (EN 500) Politics and Literature of Irish 
Independence 1 845- 1 922 (F:3) 

This course will examine the interaction of 
politics and literature during the crucial 
stages of the movement for Irish Indepen- 
dence. It will pay particular attention to the 
development of political and literary atti- 
tudes and the relationships between such 
attitudes and objective historical readings 
and lectures in an attempt to integrate the 
two disciplines and achieve a more sophis- 
ticated understanding of Irish culture. 

This course is taught jointly and cross- 
listed with the English Department. 

Adele Dalsimer 
Kevin O'Neill 

HS 427-428 England 1660-1800 (F:3-S:3) 

The political, social and cultural history of En- 
gland from the Restoration to the end of the 18th 
century, with the divide between terms at about 
1725. In the first term emphasis will be mainly on 
political history and on literature, especially 
Dryden, Rochester, and Pope, including a close 
reading of The Rape of the Lock. The second term 
will be mainly concerned with topics in cultural 
history such as architecture and decoration, land- 
scape gardening, painting and sculpture, theater 



and music. No previous courses in English his- 
tory or the arts are necessary or required. Since 
the course is conceived as a one-year whole, HS 
428 will be open only to those who have taken HS 
427; exceptions will require the instructor's ap- 
proval, and will be allowed only for compel- 
ling reasons. Thomas Perry 

HS 438 Economic/Social Change/Post-Famine 
Ireland 1850-1 960 (F:3) 

The Great Irish Famine of 1845-50 has 
served as a watershed for all aspects of Irish 
historiography. This course will explore the 
social and economic impact of the famine 
upon Irish society. Particular attention will 
be paid to the transformation of Irish agri- 
culture, the emergence of "Irish" patterns 
of marriage and family experience, and the 
development of a new urban popular cul- 
ture. While political questions will inevita- 
bly be raised, students interested in the 
history of Irish nationalism are advised to 
consider HS 417. Reading for this course 
will be quite substantial and include eco- 
nomic analysis, social history and literature. 

Kevin O'Neill 

HS 443 Contemporary Germany: Conquest, 
Division, Reunification (S:3) 

This advanced elective concentrates on the 20th- 
century version of the "German Question." 
Originating in the defeat of the Third Reich, the 
question of how to handle Germany domi- 
nated the immediate years of the post-war 
period and contributed substantially to the 
origins of the Cold War. This course will 
trace the social, political and international 
aspects of the recovery of the two German 
states and their subsequent reunification in 
early 1990. John L. Heineman 

HS 448 Eastern Europe in the 20th-century 

(S:3) 

A study of the political experience of the small 
nations of Eastern Europe (Romania, Poland, 
Czechoslovakia, Hungary, Bulgaria and Greece) 
in the light of the conflict of interest among the 
Great Powers. The first part of the course will 
cover the creation of these nations and their pro- 
gressive disintegration in the interwar years. The 
second will emphasize the formation and appar- 
ent disintegration of the Russian satellite system 
following World War II. 

Radii Florescu 

HS 453 Russian History up to the Revolution 

(F:3) 

A study of the major cultural and social develop- 
ments in Russia from the formation of the first 
Russian state to the Bolshevik Revolution of 1917. 
Special emphasis will be placed upon recent re- 
search concerning select problems in the field of 
Russian history. 

Raymond McNally 

HS 454 Twentieth-Century Russia (S: 3) 

A survey of Russian history from the 1905 and 
1917 Revolutions to the present day, with an 
emphasis on the relation of social and political 
developments. Special attention will be paid to the 
Russian Revolution of 1917 and its causes, the 
NEP, the power struggle of the 1920s, women's 
liberation, the rise of Stalin, industrialization, col- 



lectivization, political terror, World War II, the 
Cold War, Khrushchev and de-Stalinization, the 
"normalcy" of the Brezhnev era, Gorbachev and 
Perestroika and the end of the Soviet period. 

The Department 

HS 469 Intellectual History of Modern Europe 

(F:3) 

This course traces the main contours and various 
nooks and crannies in the development of thought 
and culture in Western Europe from the Age of 
the French Revolution to the present day. It ex- 
amines the 19th century, moving from the de- 
cades (1800-1848) marked by idealist philoso- 
phies, romantic aesthetics and Utopian social theo- 
ries, to the triumph of positivism and the new 
religion of science between 1850 and the 1880s, 
and ending with the emergent crisis of Western 
culture at the century's close. Readings will in- 
clude works by Hegel, Schopenhauer, George 
Sand, Flaubert, Mill, Nietzsche, Engels, Gustav 
LeBon, Oscar Wilde and Andre Gide. 

Paul Breines 

HS 470 Intellectual History of Modern Europe 

(S:3) 

Although HS 469 is not a requirement for taking 
HS 470, the latter is a continuation of the former, 
which deals with the 19th century. This course 
focuses on the 20th. It begins with the cultural 
crises and transformations of the turn of the last 
century and traces developments through the 
emergence of post-modernist ways of experienc- 
ing. Attention is given to the formation of sub- 
cultures around the artistic avant-garde, the po- 
litical "ultra-left," and gay and lesbian life in Eu- 
rope. 

Paul Breines 

HS 488 The French Revolution (F: 3) 

A social and political history of France dur- 
ing the turbulent decade, 1789 to 1799. 
The course will consider the origins of the 
Revolution, the reconstruction of France by 
the National Assembly, the failure to regain 
stability in 1791-92, the rise of the radical 
Jacobins and the Reign of Terror, the 
Thermidorian Reaction, the winding down of 
the Revolution, and the rise of Napoleon 
Bonaparte. It will conclude with an exami- 
nation of the consequences of these 
events. Paul Spagnoli 

HS 489 France from Napoleon to the First World 
War(S:3) 

Beginning with an investigation of France's 
condition as it emerged from the great 
Revolution, the course will continue with 
Napoleon's liquidation of the Revolution and 
then trace the revolutionary legacy as it 
worked itself out in the political and social 
movements of the nineteenth century. The story 
of French economic development will be inter- 
woven with the turbulent political and social his- 
tory of the succeeding monarchies, empires, and 
republics, and the intervening revolutions of 
1830, 1848, and 1870-71. The course will con- 
clude with an examination of France on the eve 
of the First World War. Paul Spagnoli 

HS 490 African Women (S:3) 

This course examines the changing roles played 
by women in sub-Saharan Africa before and dur- 



Graduate Arts and Sciences • History • 6 5 



ing the colonial period. The class will examine the 
general roles and positions of women in Africa as 
well as the lives of both ordinary and extraordi- 
nary individuals in western, eastern, and south- 
ern Africa. As is customary both in African Stud- 
ies and Women's Studies the approach 
taken by the course will be interdisciplinary, 
making use of historical, sociological, and 
literary works, including novels featuring 
women in Africa in real-life historical situa- 
tions. The emphasis is on the lives of indig- 
enous women but European women who 
have made Africa their home are also included. A 
major research paper is required. 

David Northrup 

HS 503 The Civil War (S: 3) 

An analysis of the Civil War in the United 
States from 1845 to 1877 in terms of the 
background and causes of the conflict, the prin- 
cipal military theaters of operation, and the 
main events of the Reconstruction period 
that followed the war. 

Thomas H. O'Connor 

HS 51 1 Race, Class, and Ethnicity and the 
Struggle for Human Rights in America, 1941 to 
Present (F:3) 

An emerging new world order and persis- 
tent economic and political tensions nation- 
ally suggest a closer look at race relations 
and at the most recent immigrant and refu- 
gee arrivals. Definitions of race, class, and 
ethnicity have changed dramatically and 
rapidly since World War II. The idea of the 
"melting pot" no longer suffices (if it ever 
did) and debates over cultural pluralism, 
diversity, and political correctness reflect 
the difficulties Americans of all backgrounds 
are having in understanding a complex new 
world. The realities of the 21st Century 
demand that the white majority understand 
the implications of the shifting demographics and 
the cultural transformation they bring with them. 

Andrew Buni 

HS 524 American Constitutional Development 

(S:3) 

An historical analysis of the formation, or- 
ganization and major decisions of the 
United States Supreme Court from 1788- 
1977, with emphasis upon the Court's re- 
lationship to social change. Alan Rogers 

HS 540 History of American Women (S:3) 

This course will introduce students to 
themes in social history of American 
women. We will pay particular attention to 
the diversity of women's experiences and 
the ways in which class, race, ethnicity, and gen- 
der have informed women's lives. The course 
explores the history of American women in the 
twentieth century. There will be a substantial 
amount of reading in primary and secondary 
sources. 

Sherri Broder 

HS 543 American Social Protest Movements 

(S:3) 

This seminar will analyze the history and litera- 
ture of several American social protest move- 
ments, choosing from among the following: 



agrarian protest, the labor movement, anti-impe- 
rialist and peace movements, the civil rights 
movement, the women's movement, socialist and 
Communist organizing. Students will write re- 
search papers on one specific movement or period 
of organizing, which will analyze topics such as 
the movement's accomplishments and defeats, 
how it was represented in contemporary media 
and fiction and the impact of these representa- 
tions, how the movement presented its outlook 
and alternative vision, how its organizing process 
expressed and/or contradicted its goals. 

Judith Smith 

HS 546 American Ideas and Institutions (S: 3) 

A history of thought as it has developed within the 
framework of American society. The course will 
compare ideas of several distinct kinds: those 
which have expressed the prevailing ways of each 
period; those which have offered alternatives; and 
those which have sought artistically to mirror 
dreams and realities. Alan Lawson 

HS 551 U.S. 1912-1945 (F:3) 

This course will explore the significant po- 
litical, economic and social developments in 
the United States between the election of 
Woodrow Wilson and the death of Franklin 
D. Roosevelt. Among the topics to be ex- 
amined are the Progressive Spirit, the emer- 
gence of a consumer society, the ethnic 
and religious tensions in American life, the 
Great Depression and the New Deal, and 
American involvement in this century's two 
World Wars. Mark Gelfand 

HS 552 U. S. Since 1945 (S:3) 

This course will explore the significant po- 
litical, economic and social developments in 
the United States since the end of World 
War II. The focus will be on domestic affairs; 
foreign policy will be discussed to the ex- 
tent that it affected internal events. Among the 
topics to be examined are post-war prosperity, the 
Red Scare, the struggle for racial and sexual equal- 
ity, student protests in the 1960s, the problems 
of the modern presidency, and the contemporary 
crisis in the American economy. 

Mark Gelfand 

HS 571-572 Foreign Relations in the Twentieth 
Century (F,S:3) 

After a brief survey of U.S. foreign relations in the 
18th and 19th centuries, this course will focus on 
U.S. relations with the world in the years between 
1890 and 1945. Special attention will be given to 
domestic influences on foreign policy in this pe- 
riod as well as to discussions of leadership and 
theories relating to the development of interna- 
tional affairs. The course will continue in the 
spring and cover the years from 1945 to the 
present. The Department 

HS 574 Feminisms and Nationalisms in Asia 

(S:3) 

This course is a study of the intersections between 
women's liberation and national liberation and 
revolutionary movements in Asia. It focuses on 
three main issues: the significance of women's 
emancipation for national regeneration; the na- 
ture of women's incorporation in nationalist and 



revolutionary movements; and the implications of 
this history for the politics of feminism in Asia. 
We will explore general questions about the re- 
lation between feminisms and nationalisms as well 
as examine particular case studies, ranging from 
the national liberation movement of the 19th and 
early 20th centuries in India to the more contem- 
porary Iranian revolution and the Palestinian 
Intifada. Mrinalini Sinha 

Graduate Colloquia 

A colloquium consists of readings, prima- 
rily in secondary sources, on a series of 
selected topics. All graduate students are 
urged to take at least one colloquium each 
semester. 

HS 8 1 2 Coll: Legal/ Constitutional (F:3) 

Readings in American Legal and Constitu- 
tional history from 1789 to present. 

Alan Rogers 

HS 845 Coll: Famine and Social Crisis (S:3) 

This course will explore the historical rela- 
tionships between social, economic and 
political systems and the maintenance of 
subsistence in peasant society. An interdis- 
ciplinary and comparative approach will be 
utilized to permit the exploration of fam- 
ine experience in Europe, Asia, and Africa. 

Kevin O'Neill 

HS 868 Coll: Popular Religion and Popular Culture in 
Europe ( 1 300- 1 600) (S:3) 

This course will explore the religious and cultural 
lives of ordinary men and women in late medieval 
and early modern Europe. Topics to be cov- 
ered in weekly class meetings will include 
the following: orality and literacy; peasant 
culture and artisanal culture; forms of so- 
ciability; disease and healing; gender roles 
and sexuality; ceremonies, liturgies, and ri- 
ots; witchcraft and related beliefs; and the 
cultural conflicts experienced in mission, coloni- 
zation, and Inquisition. A paper will be required. 
Reading knowledge of French required. 

Virginia Reinburg 

HS 871 Coll: US to 1 877 (F:3) 
This course is intended as an introductory, 
graduate-level survey of major themes and 
issues in American history through the Civil 
War and Reconstruction. The approach will 
be largely historiographical, in the sense 
that it will focus on works of major inter- 
pretive significance rather than upon works 
of a synthetic nature. Sherri Broder 

HS 872 Coll: US Since 1877 (S:3) 
Students will read and discuss recently published 
books covering important topics in US history 
since 1877; the impact of Reconstruction, re- 
sponses to industrialization, the impact of immi- 
gration and rural to urban migration, political 
protest, the expansion of mass culture and con- 
tested leisure, shifts in historical construction of 
gender and sexuality, the intersectionality of gen- 
der and race, the impact of US interventions 
around the globe. Class discussions will place 
these books in a historiographical context, as well 
as assess their historical contributions. 

Judith Smith 



66 • Graduate Arts and Sciences • History 



HS 891 Coll: American Studies (F:3) 

This colloquium considers a wide range of read- 
ings that represent key avenues of approach to the 
interdisciplinary study of American culture, in- 
cluding scholarship in social history, the new lit- 
erary history and cultural studies. Additional time 
will be spent examining the nature of the field of 
American Studies, its present state, and the chal- 
lenges posed by looking at the historical construc- 
tion of race, gender and ethnicity as these have 
shaped American culture. Judith Smith 

HS 892 Coll: Latin American History (S:3) 

Topics in the history of Latin America. Par- 
ticipants in the class will read and review 
both classics and new approaches to the 
history of Latin America, with the objective 
of developing a clearer idea of the kind of 
work that is being done — and needs to be 
done — by scholars working in this part of 
the world. The Department 

HS 896 Core Coll: Early Modern Europe (S:3) 

This course will discuss books ranging in period 
from the Italian Renaissance to the French Revo- 
lution. The course is intended to explore a vari- 
ety of historiographical approaches to Early Mod- 
ern Europe and also to discuss pedagogical issues 
in the presentation of historical subjects. 

Lawrence Wolff' 

HS 897 Core Coll: Modern Europe (F:3) 

The colloquium will serve as a broad intro- 
duction to some major themes, controver- 
sies and historiographic developments in 
modern European history. 

Paul Breines 

Graduate Seminars 

Seminars primarily involve original research 
in a carefully delineated topic. Students 
must discuss with the professor whether or 
not they have the necessary background 
and, where appropriate, the necessary for- 
eign language ability to qualify for admis- 
sion into the seminar. 

HS 903 Seminar: State and Society in Modern 

Europe (F: 3) 

At the center of this course is the modern 
bureaucratic state, providing a wide array 
of services and subsidies, managing the 
economy and superintending the lives of its 
citizens. Initial readings will be both historical and 
theoretical and will be focused on several critical 
issues: the growth of state power since the French 
Revolution and the continuing debate over its 
appropriate limits; the role of war, military power 
and war-time mobilization in the expansion of the 
state's functions; differences in the shape and 
strength of states across Europe; changing bound- 
aries between the public and the private, the state 
and the market; varying styles of policing and 
policy-making; the process of democratization 
and the evolution of citizenship; myths and reali- 
ties of the welfare state. James Cronin 



HS 909 Seminar: Mexico, Central America and 
the Caribbean (F:3) 

The history of this region has been characterized 
by international pressure, deeply exploitative so- 
cial relations, and persistent social and political 
conflicts. Participants may pursue research 
projects on colonialism, imperialism, and the 
world economy; plantation systems and their so- 
cial and cultural implications; national states in 
deeply dependent sociedes; and the cultural, so- 
cial and political adaptation and resistance of the 
peoples living in this culturally variegated and 
socially divided region. John Tutino 

HS 913 Seminar: The Anglo-Saxons and 
Carolingians(F:3) 

Students in the seminar will write original re- 
search papers on a topic in Anglo-Saxon on 
Carolingian history. This topic will be one upon 
which the students and professor have agreed, and 
will be based, to a large degree, on original 
sources. Students will not only be required to 
write a paper, but to read and cridque all papers 
written in the seminar. The final paper will be a 
polished and rewritten piece incorporating the 
critiques of the professor and other members of 
the seminar. Ladn required. 

Robin Fleming 

HS 914 Seminar: The Society of Early Modern 
Spain (S:3) 

This course will explore Spanish social his- 
tory from the reign of Ferdinand and Isabel 
to the French Revolution. Among the top- 
ics that may be covered are the class struc- 
ture, the position of minorities and social 
outcasts, the Spanish Inquisition, the role of 
women, the church and popular religion, 
high and low culture, the problems result- 
ing from the conquest and settlement of 
the Indies, and others. Students will be re- 
quired to write papers based on research 
in primary sources. Since very few primary 
sources are translated, a reading knowl- 
edge of Spanish is required. 

Ellen Friedman 

HS 952 Seminar: European Diplomatic History (F:3) 

This seminar will deal with the relations 
among the European states from 1812, 
when the collapse of Napoleon's hegemony 
made possible the resumption of normal di- 
plomacy, to the outbreak of World War II in 
19 3 9. Alan Reinerman 

HS 970 Civil War Seminar (S:3) 

A research seminar designed to provide the gradu- 
ate student with the experience and methodology 
of the invesdgation of primary sources, the analy- 
sis of documentary evidence, and the organizadon 
of a major research paper on some topic in the 
Civil War period of American History. 

Thomas O'Connor 



Graduate Independent Study 

HS 799 Readings and Research: Independent Study 

Prerequisite: Permission of Instructor 

Graduate students who wish to pursue a se- 
mester of directed readings with individual fac- 
ulty members under this category must secure the 
permission of the faculty member. 

The Graduate Faculty 

HS 801 Thesis Seminar (F, S: 6) 

A research course under the guidance of a faculty 
member for those writing a six-credit Master's 
Thesis. 

HS 802 Thesis Direction (F: 0-S: 0) 

A non-credit course for those who have re- 
ceived six credits for Thesis Seminar but 
who have not finished their thesis. This 
course must be registered for and the con- 
tinuation fee paid each semester until the 
thesis is completed. 

HS 888 Master's Interim Study (F: 0-S: 0) 

HS 992 Dissertation Seminar (S:3) 

The aim of this course is to bring together 
students beginning dissertations in various 
field to discuss the substance of their re- 
search and problems of theory, method and 
organization. Students will be expected to 
report on their work and to present, by the 
end of the course, either a dissertation proposal 
or a section of the dissertation itself. 

Carol Petillo 

HS 998 Doctoral Comprehensives 

HS 999 Doctoral Continuation (F: 0-S: 0) 

All students who have been admitted to 
candidacy for the Ph.D. degree are required 
to register for doctoral continuation during 
each semester of their candidacy. 



Graduate Arts and Sciences • Mathematics 



•67 



Mathematics 



FACULTY 

StanleyJ. Bezuska, S.J., Professor Emeritus; KM., 
A.M., M.S. Boston College; S.T.L., Weston Col- 
lege; Ph.D., Brown University 

Joseph A. Sullivan, Professor Emeritus; A.B. Bos- 
ton College; M.S. Massachusetts Institute ofTech- 
nology; Ph.D., Indiana University 

John F. Caufield, S.J., Assistant Professor Emeri- 
tus; A.B., A.M.Boston College; S.T.L., Weston 
College 

Joseph F. Krebs., Assistant Professor Emeritus; 
A.B., A.M.Boston College 

Robert J. Leblanc, Assistant Professor Emeritus; 
A.B., A.M.Boston College 

Jenny A. Baglivo, Professor; B.A., 
Fordham University, M.A., M.S., Ph.D., Syra- 
cuse University 

Gerald G. Bilodeau, Professor; A.B., University 
of Maine; A.M., Ph.D., Harvard University 

Richard L. Faber, Professor; B.S., Massachusetts 
Institute of Technology; A.M., Ph.D., Brandeis 
University 

Margaret J. Kenney, Professor; B.S., M.A. Bos- 
ton College; Ph.D., Boston University 

John H. Smith, Professor; A.B., Cornell 
University; Ph.D., Massachusetts Institute 
of Technology 

Joseph A. Sullivan, Professor; A.B., 
Boston College; M.S., Massachusetts Insti- 
tute of Technology; Ph.D., Indiana Univer- 
sity 

Paul R. Thie, Professor; B.S., Canisius College; 
Ph.D., University of Notre Dame 

Robert J. Bond, Associate Professor; A.B., Boston 
College; Ph.D., Brown University 

Daniel W. Chambers, Associate Professor; A.M., 
Ph.D., University of Maryland 

Robert H. Gross, AssociateProfessor; 
A.B., Princeton University; Ph.D., Massa- 
chusetts Institute of Technology 

Richard A. Jenson, Associate Professor;; A.B., 
Dartmouth College; A.M., Ph.D., University of 
Illinois at Chicago Circle 

William J. Keane, Associate Professor; Chairperson 
of the Department; A.B., Boston College; M.S., 
Ph.D., University of Notre Dame 

Gerard E. Keough, Associate Profes- 
sor; A.B., Boston College; Ph.D., Indiana 
University 

Charles Landraitis, Associate Profes- 
sor, A.B., Wesleyan University; M.S., Univer- 
sity of Pennsylvania; A.M., Ph.D., Dartmouth 
College 

Harvey R. Margolis, Associate Profes- 
sor; M.S., Ph.D., University of Chicago 



Rennie Mirollo, Associate Professor; 
B.A., Columbia College; Ph.D., Harvard Uni- 
versity 

Nancy E. Rallis, Associate Professor; 
A.B., Vassar College; M.A., Ph.D., Indiana 
University 

Ned I. Rosen, Associate Professor; B.S., 
Tufts University; M.A., Ph.D., University of 
Michigan 

John P. Shanahan, Associate Profes- 
sor; B.S., M.S., University College, Galway; 
Ph.D., Johns Hopkins University 

C.K. Cheung, Assistant Professor; B.Sc, 
University of HongKong; Ph.D., University 
of California 

PROGRAM DESCRIPTION 

Master of Arts Program 

The Department of Mathematics offers a flexible 
M.A. program for students wishing to study math- 
ematics at an advanced level. Beyond the common 
core of required courses described below, students 
may select courses according to their individual 
interests. Courses are available in both pure and 
applied areas for students wanting to broaden 
their background for entrance to a doctoral pro- 
gram or before seeking employment in govern- 
ment, industry or education. 

In particular, in pure mathematics, courses in 
topology, analysis and algebra are offered. In ap- 
plied areas, courses to meet specific needs 
are provided. For a student interested in a 
career in actuarial mathematics, the Depart- 
ment offers courses in probability and statistics, 
numerical analysis, and mathematical program- 
ming (operations research). For students inter- 
ested in computer science, the Department 
offers courses in programming, data struc- 
tures, machine language, algorithms, au- 
tomata and formal languages, and alternate 
year electives in topics such as computer 
graphics and logic. 

Students interested in a teaching career 
at the secondary level should be aware that 
because of certification requirements, un- 
less approved equivalents have been taken 
previously, their course work should include 
the following: 

1. MT 451 (Euclidean and Non-Euclidean 
Geometry), 

2. MT 426-427 (Probability and Mathematical 
Statistics), 

3. some exposure to the use of computers 
in mathematics — which may be accom- 
plished by taking any 500 level course ex- 
cept MT 550. 

The course requirements for the degree are 
30 credit hours of courses in the Department and 
participation in a non-credit seminar (MT 902- 



903). Under special circumstances, and 
with the approval of the Graduate Commit- 
tee and the Department Chairperson, a stu- 
dent can satisfy the degree requirements 
with 24 credit hours of courses and a the- 
sis (6 credit hours). 

All students are required to take (or have the 
equivalent of) MT 804-805 (Analysis), MT 8 1 6- 
817 (Modern Algebra) and either MT 814-815 
(Complex Variables), MT 840-841 (Topology) or 
MT 860-861 (Logic and Foundations). All stu- 
dents must pass a written comprehensive exami- 
nation in analysis and algebra (based on MT 
804-805 and 816-817). 

Subject to approval of the Graduate Commit- 
tee, a student may receive credit for the follow- 
ing undergraduate courses: MT 414, 426-427, 
430, 435-436, 445, 451, 452, 480, and any 500 
level course except MT 550. However, students 
may be required to do extra work in these courses 
in order to earn graduate credit. Beyond the ten 
courses used to satisfy the degree requirements, 
students may take some additional courses 
in or outside of the Department. 

Each graduate student should consult 
with the Director of the Graduate Program 
to develop a program suitable for his or her 
needs. Final approval for each student's 
program is granted by the Graduate Com- 
mittee. 

Master of Science in Teaching Program 

The Department offers a program leading 
to the degree of Master of Science in 
Teaching (M.S.T.) in cooperation with the 
Department of Education. This program is 
designed either for experienced teachers or 
for prospective teachers and consists of 
five courses in mathematics and up to 24 
credits in education, depending on experi- 
ence. Additional information on the pro- 
gram is available in the Education section 
of this Catalog. Degree candidates draw up 
an overall plan of study with joint advise- 
ment from the Director of the Graduate 
Program in Mathematics and the advisor for 
the M.S.T. program in the Graduate Department 
of Education. 

Candidates are required to complete MT 
804-805 (Analysis) and three other MT courses 
at or above the 400 level, including at least one 
from among MT 400-499 or MT 800-899. Be- 
cause of certification requirements, unless ap- 
proved equivalents have been taken previously, 
these required courses should include the 
following: 

1. MT 451 (Euclidean and Non-Euclidean 
Geometry), 

2. either MT 420 (Probability and Statistics) 
or MT 426-427 (Probability and Mathemati- 
cal Statistics), 

3 . some exposure to the use of computers in math- 
ematics — which may be accomplished by 
taking MT 550 (Computer Science I) or any 
other higher level computer course. 

Another course particularly well suited 
for this program is MT 430 (Number 
Theory). 

M.S.T. candidates must also pass an oral 
comprehensive examination and submit a 



6 8 • 



Graduate Arts and Sciences • Mathematics 



brief expository paper in some area of 
mathematics. 

COURSE OFFERINGS 

MT 100-101 Calculus I, II (F: 3-S: 3) 

Prerequisite: Trigonometry 

This is a course in the calculus of one variable 
intended for biology, economics, and premedical 
students, but open to all who are qualified. Stu- 
dents who have completed a year's course in cal- 
culus at the secondary level should consider the 
accelerated version of this course, MT 1 10-1 1 1. 
Topics include limits, derivatives, integrals, tran- 
scendental functions, techniques of inte- 
gration, and applications. MT 100 is not 
open to students who have completed a 
calculus course at the college level. 

MT 102-103 Calculus (Math/Science Majors) I, 
II (F: 4-S: 4) or (F: 4) 

Prerequisite: Trigonometry 

This course sequence is a first course in cal- 
culus for mathematics, computer science, chem- 
istry, geophysics, and physics majors. Topics cov- 
ered include differentiation and integration of 
functions of one variable, applications, transcen- 
dental functions, L'Hospital's rule, polar coordi- 
nates, sequences and series, and conic sections. 
Students who have completed a calculus 
course at the college level should consult 
with the Chairperson before electing this 
course. 

MT 1 10-1 1 1 Calculus/Accelerated (F: 3-S: 3) 

This course is an accelerated version of MT 
100-101 and is designed for students who 
have had the equivalent of a one year 
course in calculus in secondary school. Top- 
ics include those listed for Calculus I and II, 
sequences and series and conic sections. 
MT 110 is not open to students who 
have completed a calculus course at the 
college level. 

MT 200-201 Intermediate Calculus I, II (F: 3-S: 

3) 

Prerequisite: MT 100-101 

This course sequence is a continuation 
of MT 100-101. Topics include vectors and 
analytic geometry of three dimensions, partial dif- 
ferentiation and multiple integration with appli- 
cations, infinite series, and an introduction 
to differential equations. 

MT 202 Multivariate Calculus I (F, S: 4) 

Prerequisite: MT 102-103 or MT 110-111 

This course is a continuation of MT 102-103 
or MT 110-111 for those students majoring in 
mathematics, chemistry, geology, geophys- 
ics or physics. Topics include vectors in two 
and three dimensions, analytic geometry of 
three dimensions, curves and surfaces, 
partial derivatives and multiple integrals. 

MT 203 Multivariate Calculus II (F, S: 3) 

Prerequisite: MT 202 or MT 1 1 3 

This course is a continuation of MT 202 for 
mathematics majors. Topics include the calculus 
of vector fields, line and surface integrals, 
differential equations and additional topics 
as time permits. 



MT 216-217 Abstract and Linear Algebra I, II 
(F: 3-S: 3) 

This course is designed to develop the student's 
ability to do abstract mathematics through the 
presentation and development of the basic notions 
of algebraic structures and linear algebra. Topics 
include logic, sets, mappings, the integers, rings, 
fields, vector spaces, basis and dimension, systems 
of linear equations, linear transformations, matri- 
ces, eigenvalues and inner product spaces. 

MT 305 Advanced Calculus (Science Majors) 

(S:4) 

Prereqtiisite: MT 201 or the equivalent 

Topics include linear second order differen- 
tial equations, series solutions of differential equa- 
tions including Bessel functions and 
Legendre polynomials, solutions of the dif- 
fusion and wave equations in several dimen- 
sions, the basic properties of the Laplace 
transform with applications. 

MT 410 Differential Equations (F: 3) 

Prerequisites: Linear Algebra and MT 203 

This course is intended primarily for the gen- 
eral student who is interested in seeing applica- 
tions of mathematics. Among the topics covered 
will be first order linear equations, second order 
linear equations, general nth order equations with 
constant coefficients, series solutions, special 
functions. Not open to candidates for the M.A. 
in mathematics. 

MT 4 1 4 Numerical Analysis (S: 3) 

Prerequisite: MT 201 or MT 203, and a pro- 
gramming course, such as MT 063, MT 550 
or MC 140 

Topics include the solution of linear and 
non-linear algebraic equations, interpola- 
tion, numerical differentiation and integra- 
tion, numerical solution of ordinary differ- 
ential equations, approximation theory. 

MT420 Probability and Statistics (S: 3) 

Prerequisite: MT 201 or MT 202 

This course is introductory but assumes a cal- 
culus background. It is open to any mathematics 
or science major who has not taken MT 426. Its 
purpose is to provide an overview of the basic 
concepts of probability and statistics and their 
applications. Topics include probability 
functions over discrete and continuous 
sample spaces, independence and conditional 
probabilities, random variables and their distribu- 
tions, sampling theory, the central limit theorem, 
expectation, confidence intervals and esti- 
mation, hypothesis testing. 

MT426 Probability (F: 3) 

Prerequisite: MT 202 

A general introduction to modern prob- 
ability theory. Topics studied include prob- 
ability spaces, distributions of functions of 
random variables, weak law of large num- 
bers, central limit theorems and conditional 
distributions. 

MT 427 Mathematical Statistics (S: 3) 

Prerequisite: MT 426 

Topics studied include sampling distributions, 
introduction to decision theory, parametric point 
and interval estimation, hypothesis testing and 
introduction to Bayesian statistics. 



MT 430 Introduction to Number Theory (S: 3) 

Prerequisite: MT 2 1 6-2 1 7 

Topics covered include divisibility, 
unique factorization, congruences, number- 
theoretic functions, primitive roots, 
diophantine equations, continued fractions, 
quadratic residues, and the distribution of 
primes. An attempt will be made to provide 
historical background for various problems 
and also to provide examples useful in the 
secondary school curriculum. 

MT 435-436 Mathematical Programming I, II 
(F: 3-S: 3) 

By providing an introduction to the theory, 
techniques, and applications of mathemati- 
cal programming, this course demonstrates 
how mathematical theory can be developed 
and applied to solve problems from man- 
agement, economics, and the social sci- 
ences. Topics studied from linear program- 
ming include a general discussion of linear 
optimization models, the theory and devel- 
opment of the simplex algorithm, degen- 
eracy, duality, sensitivity analysis, and the 
dual simplex algorithm. Integer program- 
ming problems, and the transportation and 
assignment problems are considered, and 
algorithms are developed for their resolu- 
tion. 

Other topics are drawn from game 
theory, dynamic programming, Markov de- 
cision processes (with finite and infinite 
horizons), network analysis, and non-linear 
programming. 

MT 445 Applied Combinatorics (F: 3) 

Prerequisites: A year of calculus and a 
course in linear algebra, abstract algebra or 
multivariable calculus 

This course introduces graph theory and enu- 
meration theory with an emphasis on problem- 
solving. Topics include graphs, trees, counting 
methods for arrangements and selections, inclu- 
sion-exclusion, generating functions and recur- 
rence relations. Representative applications to 
other areas, such as geometry, probability, com- 
puter science, operations research and recre- 
ational mathematics will be included. One or 
more additional topics may be introduced as time 
permits. Credit cannot be granted for both this 
course and MT 244, Discrete Structures and 
Applications. 

MT 451 Euclidean and Non-Euclidean 
Geometry (S: 3) 

Prerequisite: MT 201 or MT 202, or the 
equivalent. 

This course surveys the history and 
foundations of geometry from ancient to 
modern times. Topics will be selected from 
among the following: Mesopotamian and 
Egyptian mathematics, Greek geometry, 
the axiomatic method, history of the par- 
allel postulate, the Lobachevskian plane, 
Hilbert's axioms for Euclidean geometry, el- 
liptic and projective geometry, the trigono- 
metric formulas, models, geometry and the 
study of physical space. 



Graduate Arts and Sciences • Mathematics • 6 9 



MT 452 Differential Geometry and Relativity 

(F:3) 

Prerequisite: MT 203 and MT 2 16, or the equiva- 
lent 

An introduction to the differential geom- 
etry of surfaces and to the special and 
general theory of relativity. Topics include curves 
in the plane and 3-space, the first and second fun- 
damental forms of a surface, curvature, geodesies, 
Riemannian manifolds, inertial reference frames, 
the postulates of relativity, relativity of simulta- 
neity, Lorentz geometry, the equivalence prin- 
ciple, gravity as spacetime curvature, the field 
equations, the Schwarzchild solutions, the conse- 
quences of Einstein's theory. Not offered 1993-94. 

MT 480 Mathematics Seminar (S: 3) 

The topics of this one-semester seminar 
course vary from year to year according to 
the interests of faculty and students. With 
department permission it may be repeated. 

MT 550 (MC 1 40) Computer Science I (F, S: 3) 

Prerequisite: Some computer experience or 
permission of the instructor 

This course is an introduction to the art and 
science of computer programming and to some 
of the fundamental concepts of computer science. 
Students will write programs in the C language; 
good program design methodology will be 
stressed throughout. There will also be study of 
some basic notions of computer science, includ- 
ing computer systems organization, files, and 
some algorithms of fundamental importance. 

MT 551 (MC 141) Computer Science II (F, S: 3) 

Prerequisite: Computer Science I (MT 550/ 
MC 140) 

In this course, students will write programs 
which employ more sophisticated and efficient 
means of representing and manipulating informa- 
tion. Part of the course is devoted to a continued 
study of programming, in particular the use of 
linked storage and recursive subprograms. The 
principle emphasis, however, is on the study of the 
fundamental data structures of computer science 
(lists, stacks, queues, trees, etc.), in terms of both 
their abstract properties and their implementa- 
tions in computer programs, and the study of fun- 
damental algorithms for manipulating these struc- 
tures. 

MT 566 Programming Languages 

Prerequisite: Computer Science II (MT 551/ 
MC 141) 

The course will focus on the essential 
concepts which are common to modern 
programming languages and the run-time 
behavior of programs written in such lan- 
guages. Strong programming skills are re- 
quired. Not offered 1993-94 . 

MT 568 (MC 633) Computer Graphics (F: 3) 

Prerequisites: Computer Science II (MT 
551/MC 141), or Computer Science I and 
permission of instructor 

Computer graphics involve human-computer 
communication based on visual rather than tex- 
tual representation. This course presents a broad 
introduction, with emphasis on software and in- 
teractive graphics. Topics include application 



programming, architecture of graphics systems, 
geometric algorithms, (such as clipping, transfor- 
mations, and scan conversion), graphical input, 
and geometric modeling. If there is time, three- 
dimensional graphics will be introduced. Pro- 
gramming projects are in Pascal. 

MT 572 (MC 260) Computer Organization and 
Assembly Language (F, S: 3) 

Prerequisite: Computer Science II (MT 551/ 
MC 141) 

This course is a study of the organization of 
computers at the "low level" of the processing of 
machine instructions. Topics include the organi- 
zation of the CPU and memory, computer rep- 
resentation of numbers, the instruction execution 
cycle, traps and interrupts, implementations of 
arithmetic operations, complex data structures, 
and subroutine linkage, and the functioning of 
assemblers and linkers. Students will write pro- 
grams in the assembly language of a particular 
computer. 

MT 577 (MC 652) Microcomputer Applications 
Development (S: 3) 

Prerequisite: Computer Science II (MT 551/ 
MC 141) 

This course aids the student in designing and 
implementing user applications on a Macintosh 
microcomputer. Aspects of its hardware configu- 
ration and operating system will be detailed. Ap- 
plication development software systems, espe- 
cially those based on object-oriented class librar- 
ies and application frameworks, will be used. User 
interface guidelines for application software will 
also be addressed. 

MT 583 (MC 383) Algorithms (F: 3) 

Prerequisites: Computer Science II (MT 
551/MC 141), and either Discrete Math- 
ematics, MT 420, MT 426, or MT 445 

This course is a study of algorithms for, 
among other things, sorting, searching, pattern 
matching, and manipulation of graphs and trees. 
Emphasis is placed on the mathematical 
analysis of the time and memory require- 
ments of such algorithms and on general 
techniques for improving their performance. 

MT 585 (MC 385) Theory of Computation (S: 3) 

Prerequisites: Computer Science II (MT 
551/MC 141), and either Discrete Math- 
ematics, MT 420, MT 426, or MT 445 

This course is an introduction to the theoreti- 
cal foundations of computing, through the study 
of mathematical models of computing machines 
and computational problems. Topics include 
finite-state automata, context-free languages, 
Turing machines, undecidable problems, 
and computational complexity. 

MT 599 Reading and Research in Computer Science 
(F, S: 3) 

MT 801 Thesis Seminar (F, S: 3) 

Problems of research and thesis guidance, supple- 
mented by individual conferences. 

MT 802 Thesis Direction (F, S: 0) 

A non-credit course for those who have 
received six credits for Thesis Seminar but 
who have not finished their thesis. This 
course must be registered for and the con- 



tinuation fee paid each semester until the thesis 
is completed. 

MT 804-805 Analysis I, II (F: 3-S: 3) 

This course is intended to emphasize the basic 
ideas and results of calculus and to provide an 
introduction to abstract analysis. The course be- 
gins with an axiomatic introduction of the real 
number system. Metric spaces are then intro- 
duced. Theoretical aspects of convergence, con- 
tinuity, differentiation and integration are treated 
carefully and are studied in the context of a met- 
ric space. The course includes an introduction to 
the Lebesgue integral. 

MT 814-815 Theory of Functions of a Complex 
Variable I, II (F: 3-S: 3) 

Differentiation and integration of a function 
of a complex variable, series expansion, 
residue theory. Entire and meromorphic 
functions, multiple-valued functions. Ri- 
emann surfaces, conformal mapping prob- 
lems. 

MT 8 1 6-8 1 7 Modern Algebra I, II (F: 3-S: 3) 

Prerequisite: An introductory course in 
modern or linear algebra 

This course will study the basic struc- 
tures of abstract algebra. Topics will include 
groups, rings, ideal theory, unique factor- 
ization, homomorphisms, field extensions and 
possibly Galois theory. 

MT 840-841 Topology I, II (F: 3-S: 3) 

This course is a first course in topology for both 
undergraduate and graduate students. Topology 
is the study of geometric phenomena of a very 
general sort, and as such, topological notions ap- 
pear throughout pure and applied mathematics. 
The first semester is devoted to General or Point- 
Set Topology with emphasis on those topics of 
greatest applicability. The content of the second 
semester varies from year to year. In general it will 
be an introduction to a specialized area of topol- 
ogy; for example algebraic, differential or geomet- 
ric topology. Nor offered 1993-94. 

MT 860 Mathematical Logic (F: 3) 

This course is a mathematical examination 
of the way mathematics is done of axiom 
systems, logical inference, and the ques- 
tions that can (or cannot!) be resolved by 
inference from those axioms. Specific top- 
ics will include the propositional calculus, 
first order theories, decidability, and Godel's 
Completeness Theorem. 

MT 86 1 Foundations of Mathematics (S: 3) 

Prerequisite: An introductory course in 
mathematical logic or the consent of the 
instructor. 

Topics to be treated in this course will be se- 
lected from one or more of the following areas: 
axiomatic set theory, model theory, recursive 
function theory. 

MT 899 Reading and Research (F, S: 3) 

MT 902-903 Seminar (F: 0-S: 0) 

This is a non-credit course which is required 
for all candidates for the M.A. degree who 
do not take MT 801. 



70 • Graduate Arts and Sciences • Nursing 



Nursing 



FACULTY 

Mary Elizabeth Duffy, Professor; B.S.N., 
Yillanova University; M.S. Rutgers Univer- 
sity; Ph.D., New York University 

Laurel A. Eisenhauer, Professor; B.S., 
Boston College; M.S.N. University of Penn- 
sylvania; Ph.D., Boston College 

Marjory Gordon, Professor; B.S., M.S., 
Hunter College, CUNY; Ph.D., Boston Col- 
lege 

Carol R. Hartman, Professor; B.S., M.S., Univer- 
sity of California LosAngeles; C.N.Sc, Boston 
University 

Joellen W. Hawkins, Professor; B.S.N., North- 
western University; M.S., Ph.D., Boston College 

Barbara H. Munro, Professor; Dean, B.S., M.S., 
University of Rhode Island; Ph.D., University of 
Connecticut 

Callista Roy, C.S.J., Professor; B.A., 
Mount Saint Mary's College; M.S., M.A., 
Ph.D., University of California, Los Angeles 

Miriam-Gayle Wardle, Professor; B.S., 
University of Pittsburgh; M.S., Boston Uni- 
versity; Ph.D., North Carolina State Univer- 
sity 

Karen J. Aroian, Associate Professor; B.S.N., Uni- 
versity of Massachusetts; M.S., Boston College; 
Ph.D., University of Washington 

Jane E. Ashley, Associate Professor; 
B.S., California State University; M.S., Ph.D., 
Boston College 

Pamela J. Burke, Associate Professor; B.S., Boston 
College; M.S., Boston University; Ph.D., Boston 
College 

Sarah Cimino, Associate Professor; B.S.N., Uni- 
versity of California, Los Angeles; M.S., Boston 
College 

Mary Ellen Doona, Associate Professor;B.S., M.S., 
Boston College; Ed. D., Boston University 

Joyce Dwyer, Associate Professor; B.S., M.S., Bos- 
ton College; M.P.H., Harvard School of Public 
Health 

Nancy Fairchild, Associate Professor; B.S., Boston 
University; M.S., University of Rochester; Ph.D. 
(cand.), Boston College 

Nancy J. Gaspard, Associate Professor; B.S., Bos- 
ton University; M.Ed., University of Florida; 
M.P.H., Dr. P.H., University of California, Los 
Angeles 

Lois Haggerty, Associate Professor; B.S., Simmons 
College; M.S., Ph.D., Boston College 

Patricia B. Harrington, Associate Professor; B.S., 
University ofMassachusetts;MEd., Boston Uni- 
versity 



Loretta P. Higgins, Associate Professor; B . S . , M . S . , 
Ed.D., Boston College 

June Andrews Horowitz, Associate Professor; B .S . , 
Boston College; M.S., Rutgers University; Ph.D., 
New York University 

Bernadette P. Hungler, Associate Professor; 
B.S.N., Georgetown University, M.A., North- 
eastern University; ; M.S., Ph.D., Boston College 

Dorothy A. Jones, Associate Professor; B.S.N., 
Long Island University, M.S.N., Indiana Univer- 
sity; Ed.D., Boston University 

Susan J. Kelley, Associate Professor; B.S., M.S., 
Boston University; Ph.D., Boston College 

Rosemary Krawczyk, Associate Professor; B.S.N., 
College of St. Catherine; M.S., Ph.D., Boston 
College 

Ronna Krozy, Associate Professor; B.S., M.S., Bos- 
ton College; Ed.D., Boston University 

Ellen Mahoney, Associate Professor; B.S.N., 
Georgetown University; M.S.N., University of 
Pennsylvania; D.N.S., University of California, 
San Francisco 

Cathy Malek, Associate Professor; B.S., University 
of Wisconsin; M.S., Ph.D., Boston College 

Carol L. Mandle, Associate Professor; B.S.N., 
M.S.N., University of Pennsylvania; Ph.D., Bos- 
ton College 

Nancy C. McCarthy, Associate Professor and Asso- 
ciate Graduate Dean; B.S., Boston College; M.S., 
Ed.D., Boston University 

Sandra Mott, Associate Professor; B.S., Wheaton 
College; M.S., Ph.D. (cand.), Boston College 

Catherine P. Murphy, Associate Professor; B.S., 
Columbia University; M.S., Hunter College, 
C.U.N. Y; Ph.D., Columbia University 

Margaret A. Murphy, Associate Professor; B.S., St. 
Joseph College; M.A., Boston University; Ph.D., 
Boston College 

Rita OXrvieri, Associate Professor;B.S., M.S., Ph.D., 
Boston College 

Jean A. O'Neil, Associate Professor; B.S., M.S., 
Boston College; Ed.D., Boston University 

Frances Ouellette, Associate Professor; B.S.N., 
Salem State College; M.S., Ph.D., Boston Col- 
lege 

Eileen J. Plunkett, Assoc iate Professor; B.S., M.S., 
Ph.D., Boston College 

Rachel E. Spector, Associate Professor; B.S., M.S., 
Boston College; Ph.D., University of Texas, Aus- 
tin 

Phyllis Beveridge, Assistant Professor; B.S., Uni- 
versity of Cincinnati; M.S., Ed.D., Columbia 
University 



Diane Maloney, Assistant Professor; B.S., B.C., 
M.S., University of Lowell; Ph.D.., Brandeis Uni- 
versity 

Susan Chase, Assistant Professor; B.S., 
Columbia University; M.A., New York Uni- 
versity; Ed.D., Harvard University 

Rose Mary L. Harvey, Assistant Professor; B.S., 
University of Wisconsin; M.A., New York Uni- 
versity; D.N.Sc, Catholic University 

Diane Maloney, Assistant Professor; B.S., B.C., 
M.S., University of Lowell; Ph.D.., Brandeis Uni- 
versity 

Ellen McFadden, Assistant Professor; 
B.S., University of Virginia; M.S., Ph.D.., 
University of Maryland 

Victoria L. Mock, Assistant Professor; 
B.S.N., Duke University; M.S.N., University of 
California, San Francisco; D.N.Sc, Catholic Uni- 
versity of America 

Anne Norris, Assistant Professor; B.S., Michigan 
State University; B.S.N., Rush Universtiy; Ph.D.., 
University of Wisconsin 

Judith Shindul-Rothchild, Assistant Professor; 
B.S., B.C., M.S.N, Yale University; Ph.D., Bos- 
ton College 



PRECEPTOR AND RESOURCE 
PERSONNEL APPOINTMENTS FOR 
GRADUATE PROGRAMS 

Anne Alberti, B.S., Boston College; M.S., 
Boston University 

Joanne Aldrich, B.S.N., University of 
Texas at Galveston; M.S.N., University of 
Lowell; Ed.D., Boston University 

Joyce Ames, B.S., Salve Regina College; 
M.S., Simmons College 

Katharine Bailey, B.S., Boston Univer- 
sity; M.S., Boston College 

Nancy Coyne Baker, B.S., Boston Col- 
lege; M.S.N., Simmons College 

Elizabeth Borghesani, B.S., Jackson 
College; B.S.N., Boston State College; M.S., 
Boston College 

Robin Brooke-Meldon, B.S. University 
of Virginia, M.S. Catholic University of 
America 

Judy Brucks, B.S.N., University of Rhode 
Island, M.S., Boston College 

Anne Wirick Brown, B.S., Worcester 
State College, M.S., Simmons College 

Gale A. Cahoon, B.S., Salem State Col- 
lege, M.S., University of Lowell 



Graduate Arts and Sciences • Nursing • 7 1 



Patricia Canavan, B.S.N, University of Massa- 
chusetts; M.S., Boston College 

Virginia Curtin Capasso, B.S.N, Northeastern 
University; M.S., Yale University 

Dorothy Carver-Chase, B.S. University of New 
Hampshire; M.S., Boston College 

Mary Scahill Challela, B.S., Boston University; 
M.S., Boston University; D.N.Sc, Boston Uni- 
versity 

Jennifer Clair, B.S., University of Pennsylvania; 
M.S., Boston College 

Constance Clarke, B.A., Boston University; B.S., 
Boston University; M.S., Boston Family Institute 

Constance Crowley-Ganser, B.S., University 
of Massachusetts; M.S., University of California, 
San Francisco 

Martha Curley, B.S., University of Massachu- 
setts, Amherst; M.S.N., Yale University 

Carole P. Davis, B.S., Boston College, M.S., 
Boston University 

Donna M. Donilon, B.S., Boston College, M.S. 
Boston College 

Theresa Dowling- Williams, B.S., Boston Col- 
lege; M.S., Boston College 

Paula Griffin Dwan, B.S., Boston College; M.S., 
Boston College 

Rosamunde Ebacher, B.S., University of New 
Hampshire; M.S., Boston College 

Kathy J. Fabiszewski, B.S.N., Salem State Col- 
lege, M.S., University of Lowell 

Judith A. Farley, A.D., Cutty College, B.S.N., 
Curry College, M.S. N., University of Pennsylva- 
nia 

Luisa Fertitta, B.S., College of Saint Teresa; 
M.S., Boston College 

Dorothy Goulart Fisher, B.S.N., University of 
Rhode Island; M.S., Boston College 

Karen Flaherty, B.S., Boston State College; M.S., 
Boston College 

Georgina Flannery, B.A., Emmanuel College; 
M.S., Simmons College 

Raymond Flannery, Jr., B.A., College of Holy 
Cross; M.A., Boston College; Ph.D., University 
of Windsor 

Nancy Fox- Webber, B.S., University of Wis- 
consin; M.S.N., Simmons College 

Helen Gilbert, B.S., Worcester State College, 
M.S., Massachusetts General Hospital Institute 
of Health Professions 

Constance Gillett, B.S., Southeastern Massa- 
chusetts University; M.S., Boston College 



Carol Glod, B.S., University of Rochester; M.S., 
Boston College 

Nancy Goldberg, B.A., Johns Hopkins Univer- 
sity; B.S.N., Columbia University; M.S.N., Uni- 
versity of Pennsylvania 

Victoria Griffin, B.S., Fairleigh Dickinson Uni- 
versity, M.S. Simmons College 

Ann Gurka, B.S., Boston College; M.S., Boston 
College 

Patricia Mahon Halkola, A.S.N., Chabot Col- 
lege, B.S., California State University, M.S., Bos- 
ton College 

Jill Hallisey, B.S., Northeastern University, M.S., 
Boston College 

Cynthia Hodson, B.S.N., Northeastern Univer- 
sity, M.S., Boston College 

Ann Hurley, B.S., Boston College; M.S., Boston 
University; D.N.Sc, Boston University 

Carol Kelly, B.S., University of Vermont; M.S., 
Boston College 

Patricia Kraepelien-Bartels, B.S. University of 
California, Los Angeles; M.S., University of Cali- 
fornia, Davis 

Janet Kunsman, B.S., Salem State College; M.S., 
Boston College 

Cheryl Lacasse, B.S., University of Rochester, 
M.S., BOston College 

Maryanne Ladd, B.S., Northeastern University; 
M.S., Boston College 

Ellen Leary, B.S., Boston College; M.S.N., 
Catholic University of America 

Joan Lederman, A.S.N., Lasell Junior 
College, B.S.N., California State University, 
M.S.N., University of Pennsylvania 

Kathleen Leonard, B.S., University of 
Massachusetts; M.S., Boston College 

Anatoly Levin, M.A., Moscow School of 
Edication, Ph.D., Moscow School of Educa- 
tion 

Martha Marean, B.S., Boston University; 
M.S., Boston College 

Jennie Mastroianni, B.S., University of 
Connecticut; M.S., Boston College 

Susan McKenney, B.S., University of 
Lowell, M.S., University of Lowell 

Elizabeth Mullen, B.S., Boston College; 
M.S., Boston College 

Barbara Neizo, B.A., University of Hart- 
ford, M.S., Boston University 



Angela Maida Nicoletti, B.S., Boston College 
M.S., Boston College 

Angela Patterson, B.S., Simmons College, M.S., 
Simmons College 

Sheila Orlinoff Poswolsky, B.A., Case Western 
Reserve University, B.S.N., Cornell University, 
M.S.N., Simmons College 

Cheryl Panzarella, B.S., Boston College, M.S., 
Boston College 

Anna Melone Pollock, B.S., Boston College, 
M.S., Boston College 

Donna Principato, B.S., Boston College; M.S., 
Boston College 

Veronica Frances Rempusheski, B.S-, Seton 
Hall University; M.S., University of Colorado; 
Ph.D., University of Arizona 

Patricia Rissmiller, B.S.N., Catholic Univer- 
sity, M.S. University of Colorado, D.N.Sc, Bos- 
ton University 

Nancy Schappler, B.S., Salve Regina College; 
M.S., Boston College 

Eunice Shishmanian, B.S., Simmons College, 
M.S., Boston College 

Toni St. Germain, B.S., Boston College; M.S., 
Framingham State College; M.S., Boston Col- 
lege 

Eileen Stuart, B.S.N., St. Anselm's College; 
M.S., Boston College 

Nancy Swanson, B.S., St. Joseph College, M.S., 
Boston University 

Eleanor Tabeek, B.S., Boston College; M.S., 
Catholic University of America; Ph.D., Boston 
College 

Rosemary Theroux, B.S., Worcester State Col- 
lege; M.S., Boston College 

Margaret Williams, B.S., University of South- 
ern Maine; M.S., Boston College 



7 2 • Graduate Arts and Sciences • Nursing 



PROGRAM DESCRIPTION 

The School of Nursing offers a Master of 
Science degree program and a Doctor of 
Philosophy degree program for qualified 
nurses who seek advanced study in nurs- 
ing as preparation for clinical research and 
clinical leadership. 

Doctor of Philosophy Degree Program 
With a Major in Nursing 

The Ph.D. Program in Nursing is a post-Master's 
research-oriented degree. The focus of this pro- 
gram is on preparation for leadership roles in 
nursing, especially in clinical nursing research. 
Areas of concentration include ethics, ethical 
judgment and decision making; nursing diagno- 
sis and diagnostic/therapeutic judgment; and life 
processes/selected human response patterns in 
health and illness. The program offers a variety 
of learning opportunities through course work, 
interdisciplinary colloquia, independent study, 
and clinical research practica. Policies and proce- 
dures are consistent with those of the Graduate 
School of Arts and Sciences. Program planning 
is determined according to the individual's back- 
ground, research interests, and stage of develop- 
ment in scholarly activities. Low student-faculty 
ratios and a research mentorship permit students 
to complete the program in the minimal amount 
of time. Multiple resources for scholarly de- 
velopment are available within the Univer- 
sity and in the research and clinical nursing 
centers of the Greater Boston area. 

The three year plan allows the student 
to take ten credits of coursework per se- 
mester for the first two years of study before en- 
tering the dissertation phase of the program. 

Students in the four year plan take six to seven 
credits of coursework per year for the first three 
years of study prior to commencing the disserta- 
tion phase of the program. 

Program of Study 

The curriculum of the program includes three 
core areas of study: knowledge development in 
nursing; substantive nursing content and research 
methods. The knowledge development compo- 
nent includes courses in philosophy of science, 
epistemology of nursing, and strategies for devel- 
oping nursing knowledge. Substantive nursing 
content is acquired through the study of concepts 
(becoming, life process, health); programs of re- 
search (uncertainty, sensory preparation, etc.); 
and processes (ethical and diagnostic and thera- 
peutic judgment). The research component of the 
program includes qualitative and quantitative re- 
search methods, statistics, clinical research, re- 
search practica and dissertation advisement. Rel- 
evant cognate courses are required for each cho- 
sen area of research concentration in addition to 
the core areas of study. 

Forty-six credits are the minimum for meeting the 
degree requirements. Student background and 
interest may require additional credits. 

• \U 701 Fpistemology of Nursing 3 credits 

• NT' 702 Strategics for Knowledge Development 

• 3 credits 

• PL 593 Philosophy of Science 3 credits 



• NU 710 Themes of Inquiry I: 

• Clinical Topics 3 credits 

• NU 711 Themes of Inquiry II: 

• Clinical Judgment 3 credits 

• NU 820 Expanding Paradigms 

for Nursing Research 3 credits 

• NU 821 Nursing Research and Health 

Policy Formulation 3 credits 

• Quantitative/Qualitative 

Methods of Research 3 credits 

• Statistics/Computer Application and 
Analysis of Data 3 credits 

• Measurement/Norm & Criterion- 
References Data 3 credits 

• Advanced Qualitative/Quantitative 
Methods 3 credits 

• NU 810 Research Practicum I 1 credit 

• NU 811 Research Practicum II 1 credit 

• NU 812 Research Practicum III 1 credit 

• NU 813 Research Practicum IV 1 credit 

• Cognate 3 credits 

• NU 998 Doctoral ComprehensivesO credits 

• NU 901 Dissertation Advisement 3 credits 

• NU 902 Dissertation Advisement 3 credits 

• NU 999 Doctoral Continuation credits 

TOTAL 46 credits 

Cognates are related to research concen- 
tration/methods. Number of credits in cog- 
nates is based on need and prior educa- 
tional background and coursework. 

Ph.D. Colloquium 

Monthly seminar for doctoral students on vari- 
ous topics of nursing research. Content is based 
on student needs and interests. 

Doctoral Student Research Development 
Day 

Two annual seminars for the first and second year 
doctoral students to present their research. 

Career Opportunities 

Graduates of the program may seek posi- 
tions in academic, industrial, government, 
or nursing practice settings where clinical 
nursing research is conducted. They are 
also prepared to commence a program of 
research through post-doctoral work. 

Financial Aid 

There are four major sources of funding for full- 
time students in the doctoral program in nursing 
at Boston College: 1) University Fellowships are 
awarded to five students per year on a competi- 
tive basis. Full tuition and a stipend are 
provided for three years as long as the stu- 
dent maintains good academic standing and 
demonstrates progress towards the Ph.D. 
Degree. 2) The highly competitive National 
Research Service Award Program for Indi- 
viduals provides federal monies to cover 
tuition and a stipend. 3) Graduate assistant- 
ships which consist of a stipend provided 
by Boston College. 4) Research Associate 
positions as provided through faculty re- 
search grants. Additional grants and schol- 
arship opportunities are available on an in- 
dividual basis. 



Admission Requirements 

• Official transcript of Bachelor's and Master's 
degrees from programs accredited by the Na- 
tional League for Nursing 

• Current RN license 

• Current curriculum vitae 

• Written statement of career goals that 
includes research interests (maximum 
1500 words) 

• Three letters of reference, preferably 
from doctorally prepared academic and 
service personnel, at least two of whom 
should be professional nurses 

• Evidence of scholarship in the form of a 
published article, a clinical research study, 
a thesis or a term paper ' 

• Official report of the Graduate Record Exami- 
nation Scores taken within five years 

• Application form with application fee 

• Qualified applicants will be invited for pre-ad- 
mission interview with faculty. 
Pre-application inquiries are welcomed. 

Applications are reviewed after all credentials 
are received. The deadline for receipt of all cre- 
dentials is January 3 1 of the year of admission to 
the program. 

Application materials may be requested from 
the School of Nursing, 617-552-4250, or 
the Graduate School of Arts and Sciences, 
617-552-2244. 

The Master of Science Degree Program 
with a Major in Nursing 

The main objective of the Master of Science 
Degree Program with a major in nursing at 
Boston College is to prepare nurses in ad- 
vanced practice including clinical specialist 
and nurse practitioner. There are four areas of 
clinical specialization in nursing at Boston Col- 
lege: Adult Health, Community Health, Mater- 
nal Child Health, and Psychiatric Mental Health. 
The focus in the specialty areas is on the human 
response to actual or potential health problems. 
The approach to clients is multi-faceted and in- 
cludes the development of advanced competen- 
cies in nursing diagnosis and therapeutic judg- 
ment. The graduate of the Master's Program, in 
addition to giving specialized direct care, provides 
leadership in the development of nursing. 
Through complex decision-making processes, 
indirect services such as staff development, con- 
sultation, middle management, and participation 
in research, the advanced practitioner, clinical 
nurse specialist and nurse practitioner, improves 
the quality of nursing practice. 

Areas of Clinical Specialization in 
Nursing 

Adult Health Nursing 

The curriculum in adult health nursing en- 
ables students to develop advanced com- 
petencies in nursing practice, clinical re- 
search, and strategies for improving the 
quality of care. Learning experiences are 
developed from concepts of holistic care, 
optimal health, and functional patterns of 
the adult. The curriculum prepares for ad- 
vanced practice including clinical nurse spe- 
cialist and nurse practitioner for various 
roles in health care delivery and provides 
the base for doctoral study. 



Graduate Arts and Sciences • Nursing • 7 3 



Students select a focus for practice and re- 
search from a variety of adult health practice ar- 
eas. Individual guidance is provided by faculty 
experts in collaboration with master clinical spe- 
cialists in primary, acute, and long-term care. 

Community Health Nursing 

The curriculum for community health nurs- 
ing is designed to provide students the 
opportunity to apply theories and modali- 
ties of treatment in community health nurs- 
ing and to meet the health needs of fami- 
lies, populations or other defined commu- 
nity groups. The major foci of the program 
are 1) health promotion and disease pre- 
vention strategies in high risk aggregates, 
and 2) the management of common and 
episodic health concerns of individuals and 
families. Emphasis is on clinical specializa- 
tion and the family nurse practitioner within 
the context of a changing health care sys- 
tem. Clinical practica are selected to meet 
the curricular and students' objectives and 
goals. Practicum is directed to provide ap- 
plication and integration of theoretical 
knowledge in health departments, neighbor- 
hood health centers, visiting nurse associa- 
tions and other community settings. 

Maternal Child Health Nursing 

The curriculum in maternal child health nurs- 
ing focuses on the preparation of candi- 
dates for expanded roles in women's health 
and the care of children. The curriculum prepares 
for advanced practice including clinical nurse spe- 
cialist and nurse practitioner in women's health 
and care, as well as pediatric ambulatory or acute/ 
chronic care. It includes the expansion of clinical 
practice responsibilities, and the development of 
the teacher, researcher, change agent, leader, and 
liaison roles of the clinical nurse specialist/nurse 
practitioner. A variety of clinical agencies are uti- 
lized to meet the student's specific goals and ob- 
jectives and to provide for application and inte- 
gration of theoretical knowledge and exploration 
of direct and indirect role components. The pro- 
gram prepares graduates to sit for the appropri- 
ate ANA or NAACOG certification exams for 
advanced practice. 

Psychiatric Mental Health Nursing 

The curriculum aims at developing clinical com- 
petencies for nursing practice in the psychiatric 
mental health field. Emphasis is on advanced 
evaluation of practice methods with individuals, 
groups, and families in the community and insti- 
tutional settings. Theoretical frameworks for 
practice are derived from the fields of education, 
social and biological sciences, and psychiatric 
nursing. The program focuses on advanced prac- 
tice including clinical nurse specialist and 
nurse practitioner in underserved urban and 
high risk areas, including treatment of se- 
verely disturbed clients. Clinical placements 
in outpatient community mental health cen- 
ters and selected inpatient and day hospi- 
tal settings are used to meet student and 
curriculum goals. Client assessment, 
psycho-therapeutic intervention and case 
management are emphasized as direct role 



activities. The indirect role of the Clinical Spe- 
cialist is addressed in relation to mental health 
consultation and programming. 

Cooperating Health Agencies 

Practice settings available in the city of Boston and 
the greater metropolitan area offer rich experi- 
ences for developing advanced competencies in 
the nursing specialty. Selected major teaching 
hospitals used are Massachusetts General, Beth 
Israel, McLean, Brigham and Women's, New 
England Deaconess, Boston City, Children's and 
Newton-Wellesley. Community agencies include 
mental health centers, general health centers, 
college health clinics, public health depart- 
ments, visiting nurse associations, health 
maintenance organizations, nurses in pri- 
vate practice, and home care agencies. 

Career Opportunities 

Recent graduates from the Boston College 
Master's Program are in the traditional and non- 
traditional leadership roles: occupational health, 
politics, consultation, health care planning, direc- 
tors of home health agencies, private practice, and 
government service. 

Program Options 

The program is designed for registered nurses 
who have a baccalaureate degree from a National 
League of Nursing (NLN) accredited nurs- 
ing program and who have had at least one year 
of experience in nursing practice. 

The full-time option is a one-year program 
comprising thirty-seven credits. The program of 
study includes nine credits of cognates and/or 
electives, twelve credits of core courses, and six- 
teen credits of specialty and theory clini- 
cal practicum. 

The part-time option can be completed in one 
and a half to five years, is also comprised of thirty- 
seven credits, and is identical to the full-time pro- 
gram of study. Students take cognates, electives, 
and core courses prior to or concurrently with 
specialty courses. On admission, part-time stu- 
dents design an individualized program of study 
with a faculty advisor. 

The RN/Masters Plan is an innovative means 
to facilitate advanced professional education for 
highly qualified nurses. The plan, predicated on 
adult learning principles, recognizes and maxi- 
mizes students' prior educational achievement. It 
is designed for RNs who hold either an Associate 
Degree in Nursing, a nursing diploma or other 
non-nursing undergraduate or graduate degree. 
Credit may be received by direct transfer, exemp- 
tion exam or actual course enrollment. The RN 
Advisor will interview the applicant, complete a 
thorough assessment of credentials and develop 
an individualized course of study. The length of 
the program will vary with each individual's 
background. 

The MS/MBA Dual Degree is a combined 
program for both the education of advanced prac- 
tice including clinical nurse specialist and nurse 
practitioner in the nursing masters program 
and business administration in the Wallace 
E. Carroll School of Management for indi- 
viduals interested in the nurse executive po- 
sition. Students work toward completion of 
both degree requirements concurrently or 
in sequence. Through the overlap of elec- 



tives that would meet the requirements of both 
programs, the total number of credits for both 
degrees can be reduced. Faculty advisors work 
with students in designing a plan of full time or 
part time study. 

The Additional Specialty Concentration 
option is designed for registered nurses 
who have a Master's degree in nursing, and 
who wish to enhance their educational 
background in an additional specialty area. 
This is a non-degree program of study, in- 
dividually designed by the student and fac- 
ulty advisor to meet career goals. 

Admission Requirements for Master of 
Science Degree (full time and part time) 

• Baccalaureate degree from an NLN ac- 
credited program with a major in nursing 

• An undergraduate scholastic average of 
B or better 

• Official report of scores on the Graduate Record 
Examination, taken within 5 years 

• Three letters of recommendation pertaining to 
academic ability and professional competency 

• Statement of goals, maximum 250 words, per- 
taining to career objectives and how your in- 
tended specialty program will help you attain 
them 

• A completed undergraduate course in statistics 

• Documentation of successful completion of an 
undergraduate or continuing education course in 
health assessment 

• A personal interview with faculty (telephone and 
written interviews are utilized if distance pre- 
cludes a personal meeting) 

• Applicants must hold a current license to prac- 
tice nursing in Massachusetts and have at least one 
year of work experience 

• Immunizations and a physical examination 
are required 

• Individual coverage by professional liabil- 
ity insurance is mandatory for all clinical 
students 

Admission Requirements for RN/MS Plan: 

• Massachusetts RN license 

• One year professional nursing experience 

• Scholastic average of B or better 

• Official transcripts of all post-secondary 
coursework 

• Official report of the GRE scores, taken 
within five years 

• NLN Mobility Profile II 

• 3 letters of reference 

• Statement of goals 

• Undergraduate statistics 

• Health assessment course 

• Personal interview 

• Liability insurance, physical examination and 
required immunizations 

Admission Requirements for MS/MBA Dual 
Degree: 

• GSA&S Application 

• Official baccalaureate transcripts form 
NLN accredited institutions 

• 3 letters of reference 

• 2 essay questions & statement of goals 

• Resume 

• Minimum 1 year of nursing management 
experience 

• Undergraduate statistics 



7 4 • Gradi \ n Arts and Sciences • Nursing 



• Health assessment course 

• Official report of the GRE scores, taken 
within 5 years 

• Personal interview 

Admission Requirements for Additional 
Specialty Concentration: 

• Form 1 and Form 2 of Boston College Gradu- 
ate School of .Arts and Sciences application, indi- 
cating non-degree status, and application fee 

• Baccalaureate and Master's degree transcripts 
from NLN accredited programs 

• Three letters of recommendation pertaining to 
current professional competency 

• Personal interview with specialty faculty 

• Current Massachusetts RN licensure 

• Documentation of adequate individual cover- 
age by professional liability insurance. 

• Physical examination and immunizations 

• Program of study approved by specialty faculty 
and by the Associate Dean of Graduate Programs 
(NB: All courses toward a program of study must 
be taken at Boston College.) The applicant is re- 
sponsible for meeting ANA credentials for certi- 
fication. 

Applications are reviewed on a rolling basis for 
both part-time and full-time study. Application 
deadlines are as follows: 
FT & PT, May/June: February 15 
PT, September: May 15 
PT, January: October 15 

The Director of Graduate Admissions 
forwards the official announcement of ac- 
ceptance or rejection. 

Non-Matriculated Students 

Special students must be admitted to the program 
before registering for courses. Application dead- 
lines are six weeks before the semester of entrance. 

Program of Study 

Master of Science with a Major in Nursing 

• Cognate, and Electives or 

Independent Study* 9 credits 

• NU 515 Nursing Knowledge 

Development 2 credits 

• NU 516 Clinical Judgment 2 credits 

• NU 5 1 7 Role Implementation 2 credits 

• NU 520 Research Theory 3 credits 
'Options following NU 520, choose one 

• NU 523 Computer Data Analysis 3 credits* 

• NU 524 Masters Research Practicum 3 credits* 

• NU 525 Integrated Review of 

Nursing Research 3 credits* 

"Optional following 6 credits of research 

• XL SOI Masters Thesis 3 credits** 

• 2 Specialty Theory Courses 6 credits 

• 2 Specialty Practice Courses 10 credits 
TOTAL (without Thesis) 37 credits 

TOTAL (with Thesis) 40 credits 

*\me credits, which include one cognate 
and six credits of electives or independent 
study, can be completed in summer and fall 
or spring semesters. A cognate is a gradu- 
ate level course taken in either psychology, 
sociology, philosophy, or biology. The elec- 
tive course is also at the graduate level and 
may be taken in any department. Indepen- 
dent Study is recommended for students 



who have a particular interest that is not addressed 
in required courses in the curriculum. A compre- 
hensive examination is required at the end of the 
program. 

Laboratory Fee 

The laboratory fee for each clinical course will be 
paid in advance of registration as a deposit for a 
clinical agency placement. A survey will be mailed 
to students in February to solicit clinical place- 
ment plans. The lab fee will be paid to the School 
of Nursing with an affirmative intention to reg- 
ister for clinical. The amount will be credited in 
full to the individual's student account. 

GENERAL INFORMATION 

Certification 

Graduates of the Master's Program are eligible to 
apply for certification by the American Nurses' 
Association in their area of specialization. Gradu- 
ates of the Women's Health nursing curriculum 
are eligible to apply to the NAACOG Certifica- 
tion Program. 

Accreditation 

The Master of Science Degree Program is accred- 
ited by the National League for Nursing. 

Financial Aid 

Applicants and students should refer to the School 
of Nursing's "Financial Aid-Identifying Sources 
and Making Application" packet. Please refer to 
the Financial Aid section of this Catalog for ad- 
ditional information regarding nursing scholar- 
ships and other financial aid information. 

Housing 

The Boston College Off-Campus Housing Of- 
fice offers assistance to graduate students 
in procuring living arrangements. 

Transportation 

Learning activities in a wide variety of hos- 
pitals, clinics, and health-related agencies 
are a vital part of the nursing program. The 
clinical facilities are located in the greater 
Metro Boston area. Students are respon- 
sible for providing their own transportation 
to and from the clinical facilities. 

COURSE OFFERINGS 

Master's Program 

NU 301 Culture and Health Care (F: 3) 

This course brings the upper-division stu- 
dent into a direct care interface between 
the American health care delivery system 
and health care consumers of diverse socio- 
cultural backgrounds. Topics covered in- 
clude lecture and discussions in the percep- 
tion of health and illness among health care 
providers and consumers; the cultural and 
institutional factors that affect the consum- 
ers' access to and use of health care re- 
sources; heritage consistency and its rela- 
tionship to health/illness beliefs and prac- 
tices; specific health and illness beliefs and 
practices of selected populations; and spe- 
cific issues related to the safe and effec- 
tive delivery of health care such as poverty 
and the right to health care. 

Rachel Spector 



NU 307 Suicide Prevention, Intervention, 
Treatment Strategies (F, S: 3) 

Upper division undergraduate, R.N. and gradu- 
ate students. 

Suicide is increasingly becoming an area of 
concern because of the widening age group in- 
volved, the frequency, and the way in which it is 
affecting so many lives. This course will examine 
some of the risk factors leading to suicidal behav- 
ior and will address implications. Content areas 
covered will include dysfunctional families, sui- 
cidal adolescents, cults, multiple personality dis- 
orders and its connections to suicide, borderline 
patients, dissociation, suicide survivors, patients 
who didn't successfully complete suicide, indi- 
vidual boundaries, and gender differences in sui- 
cide attempts. Miriam Gayle Wardle 

NU 308 Women and Health (S: 3) 

Using a feminist framework, this course will 
present an exploration of issues that affect 
the health and health care of women. Some 
of the areas to be included are the influ- 
ences of environment, culture, health prac- 
tices, and decisions around research and 
resource allocation. Loretta Higgins 

NU 310 Modern Nutrition: Issues and 
Education (F, S: 3) 

This course provides an introduction to the 
principles of nutrition. Assignments help the 
student to choose proper foods for health and 
relate them to the nutrient function. Environ- 
mental effects on nutrition and national and world 
nutrition problems are considered. 

Patricia Harrington 

NU 312 Gerontological Nursing (F: 3) 

This course focuses on health issues of aging per- 
sons and is designed for students providing health 
care to older clients in all clinical settings. Top- 
ics include the impact of changing demograph- 
ics, theories of aging, age-related changes and risk 
factors that interfere with physiological and 
psychosocial functioning, and the ethics and eco- 
nomics of health care for the elderly. Emphasis is 
placed on research-based analysis of responses of 
aging individuals to health problems, as well as 
interventions to prevent, maintain and restore 
health and quality of life. Ellen Mahoney 

NU 314 Wellness Lifestyle (F, S: 3) 

The major focus is on factors that contrib- 
ute to increasing one's enjoyment and qual- 
ity of life. Health promotion and disease 
prevention behaviors which encourage self 
care and alternative treatment models are 
addressed. Emphasis is on activities stu- 
dents adopt to improve and maintain their 
own health status. Health care agencies and 
other resources in the community which 
contribute to the student's health status 
are identified and explored. 

Rosemary Kraivczyk 
Nancy McCarthy 

NU 420 Pharmacotherapeutic and Advanced 
Nursing Practice (F: 3) 

Prerequisite: Baccalaureate degree in nursing. 

This course is intended to provide the student 
with an understanding of pharmacology and drug 
therapy as it relates to advanced practice (general 
and/or in a clinical specialty). The inter-relation- 



Graduate Arts and Sciences • Nursing • 7 5 



ships of nursing and drug therapy will be explored 
through study of pharmacodynamics, dynamics of 
patient response to medical and nursing therapeu- 
tic regimens and patient teaching, as well as the 
psychosocial, economic, cultural, ethical and le- 
gal factors affecting drug therapy, patient re- 
sponses and nursing practice. The role of the 
nurse practicing in an expanded role in decision- 
making related to drug therapy also is included. 
It is assumed that the student already has a basic 
knowledge of the major pharmacological classi- 
fications. Laurel Eisenhauer 

NU 422 Advanced Concepts for Oncology 
Nursing (S: 3) 

This course is designed to expand students' un- 
derstanding of the concepts used in advanced 
oncology nursing practice. Current knowledge 
and research in cancer biophysiology, cancer 
therapeutics and human responses to the cancer 
experience will be included. Legal and ethical is- 
sues impacting the care of patients with cancer will 
be explored. Case studies and student projects will 
provide opportunities to apply course content to 
clinical decision making, staff education, quality 
assurance or research design. 

Phyllis Beveridge 
Victoria Mock 

NU 441 Systems of Therapy in Psychiatric 
Mental Health Nursing Practice (F: 3) 

Required for graduate psychiatric mental health 
nursing students. Open to a limited number of 
graduate students in nursing in other specialties 
as well as non-nursing graduate students in- 
volved in counseling/therapy. This course 
explores several major systems of psycho- 
therapy such as Psychodynamic, Humanis- 
tic, Behavioral and Cognitive Systems. The 
systems of therapy will be examined and 
compared. Areas addressed include defini- 
tions of personality, mental health and dys- 
function; principles of change; intervention 
strategies; and demonstration of effectiveness of 
treatment of target populations and problems. 
Examples of specific psycho-therapeutic ap- 
proaches to be examined may include Classical 
Psychoanalysis, Sullivan's Interpersonal Psycho- 
therapy, Peplau's System of Interpersonal Rela- 
tions in Nursing, Frankl's Existential Psycho- 
therapy, Rogers' Client Centered Therapy, Sys- 
tematic Desensitization and Modeling, Ellis' Ra- 
tional-Emotive Therapy and Beck's Cogni- 
tive Behavioral Therapy. 

June A. Horowitz 
Anne No?ris 

NU 443 Advanced Practice and Theory in 
Psychiatric Mental Health Nursing I (F: 5) 

Prerequisites: NU 441, NU 515 and NU 516 or 
concurrently; and Physical Assessment 
Required for graduate psychiatric mental 
health nursing students. 

This is the first of two major advanced 
theory and clinical specialty courses in psy- 
chiatric mental health nursing. Theories and prac- 
tice are integrated to address the processes of as- 
sessment and diagnosis of functional and dysfunc- 
tional patterns of behaviors, the formulation of 
initial intervention strategies, and the initiation of 
the Orientation Phase of psychiatric nursing pro- 



cess with selected clients. The overall context for 
the application of advanced theories and assess- 
ment occurs with adults and children in high- 
need, urban, community mental health delivery 
systems. Seminar and clinical practicum are both 
used as learning experiences. This course is 
complemented by the course NU 441. 

Carol Hartman 

NU 452 Advanced Theory: Human Responses 
of Women, Children, Adolescents and Their 
Families (F: 3) 

Prerequisites: NU 515 and NU 516 or concur- 
rently 

This course concentrates on the role of the 
nurse in advanced practice, as clinical nurse spe- 
cialists and/or nurse practitioners in the develop- 
ment, utilization, analysis and synthesis of theo- 
retical knowledge for health management, includ- 
ing nursing diagnosis and clinical judgment of 
women, infants, children, adolescents and their 
families to promote an optimum level of function- 
ing. The psychodynamics of childbearing and 
childrearing are explored. Theories and research 
from nursing and other disciplines are applied and 
integrated through classes and course assign- 
ments. 

Joellen Hawkins 
Pamela Burke 

NU 453 Advanced Practice in Women's Health 
Nursing I (F: 5) 

Prerequisites: NU 452, NU 515 and NU 516 or 
concurrently; and Physical Assessment 

This course concentrates on the role of the 
nurse in advanced practice as clinical nurse spe- 
cialists and/or nurse practitioners with women 
across the lifespan, focusing on alterations in 
women's health patterns. The psychosocial dy- 
namics of womanhood and of the sexuality-repro- 
ductive pattern area are explored. Theories and 
research from nursing and other disciplines are 
applied and integrated through seminars, clinical 
conferences, clinical experiences and course as- 
signments. Joellen Hawkins 

NU 455 Advanced Practice in Perinatal Nursing 

I (F: 5) 

Prerequisites: NU 452, NU 515 and NU 516 or 
concurrently; and Physical Assessment 

This course concentrates on the role of the 
nurse in advanced practice as a clinical nurse spe- 
cialist with women and their neonates. The 
psychosocial dynamics of parenting and of high- 
risk pregnancy are explored. Theories and re- 
search from nursing and other disciplines are ap- 
plied and integrated through seminars, clinical 
conferences, clinical experiences and course as- 
signments. Michele Brady 

NU 457 Advanced Practice in Pediatric 
Ambulatory Care Nursing I (F: 5) 

Prerequisites: NU 452, NU 515 and NU 516 
or concurrently; and Physical Assessment 
This course concentrates on the role of the 
nurse in advanced practice, as a clinical nurse spe- 
cialist/nurse practitioner, with infants, children, 
adolescents and their families. The psychosocial 
dynamics of parenting and childhood are ex- 
plored. Theories and research from nursing and 



other disciplines are applied and integrated 
through seminars, clinical conferences, clinical ex- 
periences and course assignments. 

Susan Kelley 
Doris Hanna 

NU 459 Advanced Practice in Acute and 
Chronic Care of Children I (F: 5) 

Prerequisites: NU 452, NU 515 and NU 516 or 
concurrently; and Physical Assessment 

This course concentrates on the role of the 
nurse in advanced practice with infants, children 
and adolescents in acute/chronic care pediatric 
settings. The psychosocial dynamics of parenting, 
childhood and illness are explored. Theories and 
research from nursing and other disciplines 
are applied and integrated through semi- 
nars, clinical conferences, clinical experi- 
ences and course assignments. 

Pamela Burke 

NU 462 Advanced Theory in Adult Health 
Nursing I (F: 3) 

Prerequisites: NU 5 1 5 and NU 5 1 6 of concur- 
rently 

This is the first in a series of four courses 
in the theory and practice in adult nursing. 
The course uses The Integrated 
Metaparadigm incorporating human life pro- 
cesses, functional health patterns and hu- 
man responses within the broader life pro- 
cess of becoming, with emphasis on health 
and optimal functional ability. The course 
will include exploration of theories and 
models underlying specific life processes 
and interaction with their environment in 
adults with varied health state, age, devel- 
opmental and gender characteristics. Diag- 
nostic, therapeutic and ethical reasoning 
concepts are incorporated in the analysis 
and assessment (measurement) of dimen- 
sions and parameters of resulting functional 
health patterns and human responses. 

Laurel Eisenhauer 
Carol Mandle 

NU 463 Advanced Practice in Adult Health 
Nursing I (F: 5) 

Prerequisites: NU 462, NU 515 and NU 516 or 
concurrently; and Physical Assessment 

This course concentrates on assessment 
and diagnosis within the development of 
advanced adult nursing practice based on 
theoretical knowledge and research. Clini- 
cal learning experiences focus on the in- 
creased integration of ethical and diagnos- 
tic judgments within the health care of 
adults to promote their optimal level of 
being and functioning. Analysis of selected 
health care delivery systems will emphasize 
the identification of variables to be changed 
to enhance optimal levels of health care. 
Theories and research from nursing and 
other disciplines are applied and integrated 
through seminars, clinical conferences, clini- 
cal practice and course assignments. 

Susan Chase 

Carol Mandle 

Diane Mahoney 

Ellen Mahoney 

Margaret Murphy 



7 6 • Graduate Arts and Sciences • Nursing 



NU 472 Advanced Theory in Community Health 
Nursing I (F: 3) 

Prerequisites: NU 515 and NU 516 or con- 
currently 

This course is the first of a series in the theory 
and advanced practice of community health nurs- 
ing. The course focuses on concepts, theories and 
research in the development of knowledge and 
skills for the health assessment phase of the nurs- 
ing process, including nursing diagnosis and clini- 
cal judgment. Emphasis is on health promo- 
tion and the attainment of an optimum level 
of wellness in families and communities. 
Theories and research from nursing and 
other disciplines are integrated. 

Rachel Spector 

NU 473 Advanced Practice in Community 
Health Nursing I (F: 5) 

Prerequisites: NU 472, NU 515 and NU 516 
or concurrently; and Physical Assessment 
This course focuses on the study, analysis and 
application of nursing theories and frameworks as 
they relate to the nursing care of families and 
communities. Emphasis is placed on the roles of 
the clinical nurse specialist and family nurse prac- 
titioner in the development of skills for the assess- 
ment phase, including nursing diagnosis and clini- 
cal judgment. Theory and research are integrated 
through seminars, as well as clinical conferences 
and experiences. Clinical settings include health 
departments, health centers, visiting nurse asso- 
ciations, home care agencies and occupational 
health programs. The Department 

NU 515 Nursing Knowledge Development 
(F: 2-S: 2) 

Open to upper-division R.N. and B.S. nursing 
students, and non-matriculated nursing students 
with permission of instructor. 

The course focuses on the analysis of theory 
and conceptual frameworks as the basis for ad- 
vanced nursing practice and development of nurs- 
ing knowledge. Opportunity is provided for con- 
cept analysis and development within each 
student's specialty area. Theoretical models are 
compared and contrasted in relation to nursing's 
metaparadigm. Emphasis is placed on the rela- 
tionships among practice, theory and research. 

Ellen Mahoney 
Victoria Mock 

NU 516 Clinical Judgment: Ethical, Diagnostic 
and Therapeutic (F: 2-S: 2) 

Open to upper-division R.N. and B.S. nurs- 
ing students, and non-matriculated nursing 
students with permission of instructor. 

The course focuses on the three do- 
mains of clinical judgment. In the ethical 
reasoning module, emphasis is on the philo- 
sophical basis of nursing practice, ethical 
principles and reasoning, and the applica- 
tion of theories and frameworks in clinical 
reasoning. The diagnostic-therapeutic mod- 
ule focuses on nursing diagnosis and diag- 
nostic-therapeutic reasoning. Information 
processing and decision-making theories are ex- 
amined for clinical usefulness. 

Jean O'Neil 

Rita Olivieri 

Catherine Murphy 



NU 517 Advanced Nursing Practice-Role 
Implementation and Integration (F: 2-S: 2) 

Prerequisite: NU 515, NU 5 16 or concurrently 

The focus of this course is on the mastery of 
nursing concepts used in the development of the 
clinical specialist/nurse practitioner role within 
social institutions which impact on health care 
delivery. Dimensions of the role will be explored 
with particular emphasis on leadership, account- 
ability, autonomy, professionalism, collaboration, 
consultation and research. Emphasis will also be 
placed on implementing innovative practice mod- 
els in multiple settings focusing on the concept 
of case management. The course builds on the 
cognates, nursing knowledge development, ad- 
vanced nursing practice-role implementation and 
integration and health care economics. In addi- 
tion, strategies will be explored around the utili- 
zation of nursing knowledge in practice. Role 
activities are explored at all levels of intervention: 
primary, secondary and tertiary. 

Dorothy Jones 
Judy Shindul-Rothschild 

NU 520 Nursing Research Theory (F: 3) 

Prerequisite: Undergraduate statistics course 

Open to upper-division R.N. and B.S. nurs- 
ing students, non-nursing graduate students and 
non-matriculated nursing students with permis- 
sion of instructor. 

Research methods such as experimen- 
tal/quasi-experimental, exploratory-de- 
scriptive and naturalistic inquiry are pre- 
sented. Research design considerations in- 
clude types of control, threats to validity, 
and sampling plan. Clinical problems for 
research are identified focusing on health, 
nursing, environment and the person. 

Victoria Mock 

NU 523 Computer Analysis of Health Care 
Data (F: 3-S: 3) 

Prerequisite: NU 520 or concurrently or per- 
mission of instructor. 

This course focuses on the choice of ap- 
propriate statistics for analyzing nursing 
and health care data for various populations 
and settings. Students will analyze health 
care data using the VAX system and SPSS 
software packages. An existing data set will pro- 
vide practical experiences. 

Bernadette Hungler 

NU 524 Masters Research Practicum (F: 3-S: 3) 

Prerequisite: NU 520 or concurrently 

This course applies knowledge of the re- 
search process through the development of 
a clinical research proposal, a quality assur- 
ance proposal or a research utilization pro- 
posal, and the conduction of a research 
quality assurance or a research utilization 
project. Miriam Gayle War die 

The Departments 

NU 525 Integrative Review of Nursing 
Research (F, S: 3) 

Prerequisite: NU 520 or concurrently 

The focus of the course is on the use of a sys- 
tematic and analytic process in the critical analy- 
sis and synthesis of empirical nursing research. 
This is to develop and to test hypotheses derived 



from a theoretical model. The research area is to 
be related to the student's specialty area. 

NOTE: Those students who have completed 
NU 520 for 2 credits will register in one of the 
following: NU 523, NU 524, NU 525 in a spe- 
cial section for 4 credits. In these special 4 credit 
sections, students will be given extra work to ac- 
cumulate the 37 credits needed for graduation. 

Laurel Eisenhauer 

Miriam Gayle Wardle 

The Departments 

NU 541 Stress and Trauma: Individual/Family 
Responses (S: 3) 

Required for graduate psychiatric mental 
health nursing students. Open to a limited 
number of graduate students in other nurs- 
ing specialties as well as non-nursing gradu- 
ate students involved in counseling/ 
therapy. This course examines the existing 
and evolving theories of stress responses 
and responses to trauma, particularly Post- 
Traumatic Stress Disorder. Preventive and 
therapeutic interventions will be examined 
in relation to scope and limitations. The 
nursing, social work, psychiatry, psychol- 
ogy, sociology and the biological sciences 
literature are utilized. Carol Hartman 

June Horowitz 

NU 543 Advanced Practice and Theory in 
Psychiatric Mental Health Nursing II (S: 5) 

Prerequisites: NU 443, NU 517 or concur- 
rently 

Required for graduate psychiatric mental health 
nursing students. 

This is the second major advanced 
theory and clinical specialty course. Differ- 
ential diagnostic processes are examined in 
reference to DSM III-R and Nursing Diagno- 
sis systems. Theories and interventions 
concerning major mental health disorders 
are evaluated to judge their relevance and 
efficacy for work with high-need urban 
populations. Treatment needs of both 
adults and children are also addressed. Clini- 
cal learning experiences focus on the imple- 
mentation of Working and Termination 
Phases of the psychiatric nursing process. 
Students will have experience with a vari- 
ety of intervention modalities. Seminar and 
a clinical practicum are both used as learn- 
ing experiences. This course is comple- 
mented by NU 441 and NU 541. 

Carol Hartman 

NU 552 Advanced Theory II: Diagnosis and 
Treatment of Human Response Patterns of 
Women, Infants, Children, Adolescents and Their 
Families (S: 3) 

Prerequisites: NU 5 1 7 or concurrently 

This course concentrates on the role of the 
nurse in advanced practice in the development, 
utilization, analysis and synthesis of theoretical 
knowledge and research for the health manage- 
ment and evaluation of that management for 
women, infants, children, adolescents and their 
families to promote an optimal level of function- 
ing, as well as the indirect role components that 
constitute advanced practice in maternal child 



Graduate Arts and Sciences • Nursing • 7 7 



health. Theories and research from nursing and 
other disciplines are applied and integrated 
through classes and course assignments. 

Pamela Burke 

NU 553 Advanced Practice in Women's Health 
Nursing II (S: 5) 

Prerequisites: NU 453, NU 517 or concurrently 
This course builds on maternal child health 
nursing theory and advanced practice one, and 
concentrates on the role of the nurse in advanced 
practice with women across the lifespan, focusing 
on development and evaluation of management 
strategies for optimal level of functioning in 
women seeking well woman obstetrical and gy- 
necological care, as well as the indirect role func- 
tions in advanced practice as clinical nurse spe- 
cialist/nurse practitioner with these women. 
Theories and research from nursing and other 
disciplines are applied and integrated through 
seminars, clinical conferences, clinical experiences 
and course assignments. 

The Department 

NU 555 Advanced Practice in Perinatal Nursing 
Care II (S: 5) 

Prerequisites: NU 455, NU 517 or concur- 
rently 

This course builds on the content of mater- 
nal child health process one, and concentrates on 
the role of the nurse in advanced practice in the 
development and evaluation of acute care nurs- 
ing management strategies for the optimal level 
of functioning of woman in need of high risk 
perinatal care and/or infants in need of high risk 
neonatal care, as well as the indirect role functions 
of the perinatal clinical nurse specialist. Theories 
and research from nursing and other disciplines 
are applied and integrated through seminars, 
clinical conferences, clinical experiences and 
course assignments. 

Michele Brady 

NU 557 Advanced Practice in Pediatric 
Ambulatory Care II (S: 5) 

Prerequisites: NU 457, NU 517 or concurrently 
This course builds on the content of Mater- 
nal Child Health Process I and concentrates on 
the role of the nurse in advanced practice 
in the development and evaluation of pri- 
mary care nursing management strategies 
for the optimal level of functioning with 
infants, children, adolescents and their 
families, as well as the indirect role func- 
tions of the clinical nurse specialist/nurse 
practitioner with these clients. Theories and 
research from nursing and other disciplines 
are applied and integrated through semi- 
nars, clinical conferences, clinical experi- 
ences and course assignments. 

Doris Hanna 

NU 559 Advanced Practice in Acute and Chronic 
CareofChildrenll(S:5) 

Prerequisites: NU 459, NU 517 or concur- 
rently 

This course builds on the content of Mater- 
nal Child Health process and concentrates on the 
role of the nurse in advanced practice in the de- 
velopment and evaluation of acute and chronic 
care nursing management strategies for the opti- 
mum level of functioning with infants, children, 



adolescents and their families, as well as the indi- 
rect role functions of the clinical nurse specialist 
with these clients. Theories and research from 
nursing and other disciplines are applied and in- 
tegrated through seminars, clinical conferences, 
clinical experiences and course assignments. 

Pamela Burke 

NU 562 Advanced Theory in Adult Health 
Nursing II (S: 3) 

Prerequisites: NU 5 1 7 or concurrently 

This course concentrates on the devel- 
opment, use, analysis and synthesis of 
theoretical knowledge and research for in- 
tervention with advanced adult health nurs- 
ing practice. The role components that 
constitute advanced practice in adult health 
nursing are developed and evaluated for 
their potential contributions in improving 
the quality of adult health care. Profes- 
sional, socioeconomic, political, legal and 
ethical forces influencing practice are ana- 
lyzed and corresponding change strategies 
proposed. Theories and research from nurs- 
ing and other disciplines are applied and 
evaluated through classes and assign- 
ments. Laurel Eisenhauer 

Ellen Mahoney 

NU 563 Advanced Practice in Adult Health Nursing 
II (S: 5) 

Prerequisites: NU 463, NU 463, NU 5 1 7 or con- 
currently 

This course concentrates on the implementa- 
tion, evaluation and development of advanced 
nursing practice based on theoretical knowledge 
and research. Clinical learning experiences focus 
on the increased integration of ethical, diagnos- 
tic and therapeutic judgments within the health 
care of adults to promote their optimal level of 
being and functioning. 

Rose Mary Harvey 

Ellen Mahoney 

Margaret Murphy 

Diane Mahoney 

Carol Mandle 

Susan Chase 

NU 572 Advanced Theory in Community Health 
Nursing II (S: 3) 

Prerequisites: NU 517 or concurrently 

This course is the second of a series in the 
theory and advanced practice of community 
health nursing. Advanced theory two focuses on 
theories, concepts and research findings in the 
development and evaluation of nursing interven- 
tions and strategies that promote health in fami- 
lies, aggregates and communities. Health legisla- 
tion and multiple socioeconomic factors are ana- 
lyzed to determine their influence on planning for 
family health and community well being. Pro- 
cesses and outcomes of interventions are system- 
atically evaluated. 

Rachel Spector 

NU 573 Advanced Practice in Community 
Health Nursing II (S: 5) 

Prerequisites: NU 473, NU 517 or concurrently 
This course focuses on the roles of the clini- 
cal nurse specialist and the family nurse practitio- 
ner in the development, implementation and 
evaluation of nursing interventions with families, 



aggregates and the community client. Selection 
of either the family or the community focus fa- 
cilitates development of the indirect role of the 
clinical nurse specialist. Seminars, clinical confer- 
ences and clinical experience provide opportuni- 
ties to integrate theory, concepts and research as 
well as to further synthesize role components. 

The Department 

NU 670 Ethical Issues in Nursing Practice (S: 3) 

(Open to non-matriculated students and non- 
majors.) 

This course focuses on the ethical dimensions 
of the nurse-patient relationship and current 
moral issues in nursing practice. Beginning with 
a reflection on the students' own values, the 
course examines the philosophical basis of nurs- 
ing ethics and its implications for the interpreta- 
tion and application of ethical principles. The 
moral responsibility of nurses as patient advocates 
is considered in such areas as the patient's right 
to know, behavior control, and problems 
concerning life and death. In addition, the 
ethical decision-making process and the 
moral obligations of nurses are examined in 
relationship to the ethical barriers that ex- 
ist in health care institutions, and strate- 
gies for dealing with the social context of 
decision making will be developed. 

Catherine Murphy 

NU 672 Physiological Life Processes (F: 3) 

Prerequisite: Baccalaureate degree in nurs- 
ing or permission of instructor 

Study of physiologic theories applicable to 
nursing. Focus is on normal and abnormal life 
processes with application to exemplar cases. The 
unit on normal cell physiology is followed with 
specific reference to cellular and/or systemic dys- 
function. Topics begin with cellular physiology 
and move to the nervous system form and func- 
tion, then to muscle and blood processes, then 
through processes of cardiovascular, respiratory, 
gastrointestinal, renal and endocrine regulation. 

Susan Chase 

NU 699 Independent Study in Nursing (F, S: 
Credits by arrangement) 

Prerequisite: Permission of an instructor and 
the Chairperson. Recommendation of a sec- 
ond faculty member is advised. 

Students with a special interest in nurs- 
ing may pursue that interest under the di- 
rection of the faculty. 

A written proposal for an independent study 
in nursing must be submitted to the Educational 
Policy Committee together with supporting state- 
ments from the faculty member directing the 
study and a faculty member whose area of con- 
centration qualifies him or her to judge the fitness 
of the proposed undertaking to graduate 
study. The student is required to submit written 
reports to the faculty member directing the study 
and the Educational Policy Committee at the end 
of the semester. 

The Department 



7 8 • Graduate Arts and Sciences • Nursing 



NU 801 Master's Thesis (F, S: 3) 

Prerequisite: Six credits of research including NU 
520 and one of the following: NU 523, NU 524 
or NU 525. Specialty theory and practice I and 
II as well as NU 517 or concurrently. 

The nursing thesis follows the research theory 
and research option. Students elaborate on learn- 
ing experiences gained in the research courses by 
completing an individual clinical research project 
under the guidance of a faculty member and a 
reader. 

The Department 

Doctoral Program 

NU701 Epistemologyof Nursing (F: 3) 

Prerequisite: Doctoral standing; PL 593, or 
concurrently 

An examination of the nature of epistemology, 
of philosophy of science movements affecting 
nursing as a scholarly discipline, and of the devel- 
oping epistemology of nursing. Includes perspec- 
tives on the nature of truth, understanding, cau- 
sality, continuity, and change in science, as well 
as on positivism, empiricism, reductdonism, ho- 
lism, phenomenology and existentialism as they 
relate to nursing knowledge development. The 
identification of the phenomena of study and sci- 
entific progress in nursing are critiqued. 

Ellen Mahoney 
The Department 

NU 702 Strategies of Knowledge Development 

(S:3) 

Prerequisite: NU 70 1 

An in-depth study of the processes of 
theory construction and knowledge devel- 
opment. Includes concept and statement 
analysis, synthesis and derivation from both 
inductive and deductive perspectives. 
Propositional statements are defined by 
order of probability and the processes for 
deriving and ordering such statements are 
analyzed. Issues and examples of empirical, deduc- 
tive, interpretive and statistical strategies for de- 
veloping knowledge are examined. Experience is 
provided in concept analysis and knowledge syn- 
thesis of selected topics within one of the research 
foci: clinical and ethical judgments and human life 
processes and patterns. Ellen Mahoney 

The Department 

NU 710 Themes of Inquiry I: Clinical Topics 

(F:3) 

Prerequisite: NU 702 

This course analyzes selected middle- 
range theories related to life processes. 
Emphasis is placed on the structure of 
knowledge, research design, and selected 
current research programs in nursing. 
Emerging themes of life processes at the 
individual, family and group levels are con- 
sidered. June Horowitz 

NU 71 1 Themes of Inquiry II: Clinical Judgment 

(S:3) 

Prerequisite: NU 7 1 

This course presents an analysis and 
synthesis of selected middle-range theories 
related to the clinical science of nursing. 
Emphasis is on state-of-the-art research 



and theory development in ethics and ethical 
judgment and diagnosis and diagnostic-therapeu- 
tic judgment. 

Catherine Murphy 

Laurel Eisenhauer 

Carol Hartman 

Susan Kelley 

NU 742 Nursing Research Methods: 
Quantitative & Qualitative Approaches (F: 3) 

Prerequisite: Enrollment in Doctoral Pro- 
gram or Permission of Faculty Teacher of 
Record 

This introductory course fulfills a research meth- 
ods requirement for doctoral students in nursing. 
The course focuses upon research methods rel- 
evant to doctoral students in nursing. Application 
of quantitative and qualitative methodologies to 
a variety of research questions is explored. 

Mary E. Duffy 
Karen Aroian 

NU 744 Statistics: Computer Application and 
Analysis of Data (S: 3) 

Prerequisites: NU 742 

Study of the interrelations between re- 
search design and quantitative analysis of 
date. The focus will be on the use of ana- 
lytic software on the personal computer to 
create, manage and analyze data. The spe- 
cific statistical techniques will include those 
most frequently reported in the research 
literature of the health sciences. 

Barbara Hazard Munro 

Mary E. Duffy 

Bernadette P. Hungler 

Anne E. Norris 

NU 746 Measurement: Norm- and Criterion- 
Referenced Approaches (F: 3) 

Prerequisites: NU 742 or permission of Fac- 
ulty Teacher of Record 

This course focuses upon measurement 
theory and practice as it is used in nursing and 
health-related research. Measurement theory and 
major concepts of norm-referenced and criterion- 
referenced approaches are explored. Emphasis is 
placed on the critical appraisal of the psychomet- 
rics of various types of instruments within the two 
measurement approaches, including physiologi- 
cal and observational measurement, biobehavioral 
markers, interviews, questionnaires and scales. 

Mary E. Duffy 

NU 750 Qualitative Research Methods (F: 3) 

Prerequisite: Three-credit graduate course on tra- 
ditional research methods, or concurrently 

This introductory course fulfills a re- 
search methods requirement for doctoral 
students in nursing. Application of qualita- 
tive methodologies to research questions 
relevant to nursing science will be explored. 
The relationship of data production strate- 
gies to underlying assumptions, theories 
and research goals will be considered. 

Karen Aroian 

NU 751 Advanced Qualitative Methods (S: 3) 

Prerequisite: NU 750 or an equivalent intro- 
ductory course on Qualitative Research 
Methods. Permission of instructor required. 



This seminar is designed for students in nurs- 
ing and the social sciences who are taking a quali- 
tative approach to research. The course will pro- 
vide experience in qualitative data collection and 
analysis, as well as writing up findings for publi- 
cation. 

Cathy Malek 

NU 753 Advanced Quantitative Nursing 
Research Methods (S: 3) 

Prerequisites: NU 742 or permission of Faculty 
Teacher of Record 

This seminar is designed to guide doc- 
toral students in the design and conduct of 
quantitative research studies in their cho- 
sen areas of focus. The seminar builds on 
the knowledge attained in previous research 
design and statistics courses. The doctoral 
student is expected to apply this knowledge 
in the development of a research proposal 
that will serve as the basis for the doctoral disser- 
tation. The seminar is not a replacement for the 
work of the Dissertation Committee; rather it 
serves to provide a structure within which the stu- 
dent can apply the elements of the research pro- 
cess in a written, systematic and pragmatic 
way. Mary E. Duffy 

NU 8 1 Research Practicum I (F: 1 ) 

Prerequisite: NU 70 1 (or concurrently) 

This is the first in the series of four research 
practica that offers the student the opportunity to 
further develop and focus their research concen- 
tration, to analyze and synthesize the state of 
knowledge development in the area of concentra- 
tion and to collaborate with faculty on existing 
projects and publications. The Department 

NU 81 1 Research Practicum II (S: 1) 

Prerequisite: NU 810; NU 702 (or concur- 
rently) 

Second in the series of four research 
practica that offers the student the con- 
tinuation of practicum with emphasis on 
individually developed research experiences 
that contribute to the design of a prelimi- 
nary study. 

The Department 

NU 812 Research Practicum III (F: 1) 

Prerequisite: NU 810 and NU 811 

Third in the series of four research 
practica that offers the student individual- 
ized research experience in a concentration 
area. The student begins to implement a 
small research study. (Qualitative or quan- 
titative methodology.) 

The Department 

NU 813 Research Practicum IV (S: 1) 

Prerequisite: NU 810, NU 81 1 and NU 812 

Fourth in the series of four research practica 
that offers the student individualized research 
experience in a concentration area. Continuation 
of preliminary research study begun in NU 
811 and NU 812 with emphasis on data 
analysis, drawing conclusions and commu- 
nication of findings/implications. 

The Department 



Graduate Arts and Sciences • Philosophy • 79 



NU 820 Expanding Paradigms for Nursing 
Research (F: 3) 

Prerequisite: NU 702; NU 812; NU 710 (or 
concurrently) 

Review and synthesis of research related to 
selected clinical research topic within the substan- 
tive knowledge area that is the focus of study, that 
is, a given human life process, pattern and re- 
sponse, or diagnostic or ethical judgment. 

Dorothy Jones 

NU 821 Nursing Research and Health Policy 
Formulation (S: 3) 

Prerequisite: NU 820 

Research utilization in health policy formu- 
lation is explored as well as the ethical obligations 
of nurse scientists in the conduct of research. 
Personal programs of research are projected in 
keeping with present and future priorities in nurs- 
ing science Margaret A. Murphy 



NU 901 Dissertation Advisement (F: 3) 

Prerequisite: Doctoral Comprehensives 

This course develops and carries out disser- 
tation research, together with a plan for a specific 
contribution to clinical nursing knowledge devel- 
opment. The Department 

NU 902 Dissertation Advisement (S: 3) 

Prerequisite: NU 901, or consent of instructor 

This course develops and carries out disser- 
tation research, together with a plan for a specific 
contribution to clinical nursing knowledge devel- 
opment. The Department 



NU 998 Doctoral Comprehensives (F, S: 0) 

All doctoral students who have completed their 
coursework and are preparing for comprehensive 
exams must register for this course. 

The Department 

NU 999 Doctoral Continuation (F, S: 0) 

All students who have been admitted to candidacy 
for the Ph.D. degree and have not completed their 
dissertation after taking six credits of Dissertation 
Advisement are required to register for doctoral 
continuation. The Department 



H I L O 



O 



H 



FACULTY 

James Bernauer, SJ. Professor; A.B., Fordham 
University; A.M., St. Louis University; M.Div., 
Woodstock College; S.T.M., Union Theological 
Seminary; Ph.D., State University of New York 

Oliva Blanchette, Professor; A.B., A.M., Boston 
College; S.T.L., Weston College; Ph.D., 
Universit Laval; Ph.L., Collge St. Albert de 
Louvain 

Richard Cobb-Stevens, Professor; Chairperson of 
the Department; A.B., A.M., Boston College; Ph.D., 
University of Paris 

Hans-GeorgGadamer, I 'isiting Professor; Heidel- 
berg University 

Richard Kearney, I 'isiting Professor; B.A., Uni- 
versity ofDublin;M.A.,McGill University; Ph.D., 
University of Paris 

Peter J. Kreeft, Professor; A.B., Calvin College; 
A.M., Ph.D., Fordham University 

Richard T. Murphy, Professor; A.B., A.M., Bos- 
ton College; S.T.L., Weston College; Ph.D., 
Fordham University 

Joseph L. Navickas, Professor; Ph.B., 
Ph.L., Louvain University; Ph.D., Fordham 
University 

Thomas J. Owens, Professor; A.B., A.M., 
Boston College; Ph.D., Fordham University 

David M. Rasmussen, Professor; A.B., 
University of Minnesota; B.D., A.M., Ph.D., 
University of Chicago 

William J. Richardson, S. J., Profes- 
sor: Ph.L., Woodstock College; Th.L., Ph.D., 
Maftre-Agrege, University of Louvain 

Jacques M. Taminiaux, Professor; 
Doctor Juris, Ph.D., Maftre-Agrege, Univer- 
sity of Louvain 

Norman J. Wells, Professor; A.B., Bos- 
ton College; L.M.S., Pontifical Institute of 
Medieval Studies; A.M., Ph.D., University of 
Toronto 



Patrick Byrne, Associate Professor; B.S., 
A.M., Boston College; Ph.D., New York State 
University 

John J. Cleary, Associate Professor; 
A.M., University College, Dublin; Ph.D., Bos- 
ton University 

Joseph F.X. Flanagan, S.J., Associ- 
ate Professor, A.B., A.M., Boston College; 
S.T.L., Weston College; D.D.S., Washington 
University; Ph.D., Fordham University 

Gary Gurtler, S.J., Associate Profes- 
sor; B.A., St. John Fisher College; M.A., 
Ph.D., Fordham University; M.Div., Weston 
School of Theology 

Arthur R. Madigan, S.J., Associate 
Professor; A.B., Fordham University; A.M., 
Ph.D., University of Toronto; M.Div., S.T.B., 
Regis College, Toronto 

Stuart B. Martin, Associate Professor; 
A.B., Sacred Heart College; L.M.H., Pontifi- 
cal Institute of Medieval Studies; A.M., Ph.D., 
Fordham University 

Francis Soo, Associate Professor; A.B., 
Berchmans College; A.M., University of Phil- 
ippines; B.S.T., Fu-Jen University; A.M., 
Harvard University; Ph.D., Boston College 

Eileen C. Sweeney, Associate Profes- 
sor; B.A., University of Dallas; M.A., Ph.D., 
University of Texas at Austin 

Ronald K. Tacelli, S.J., Associate 
Professor; A.B., Boston College; M.Div., 
Weston College; Ph.D., University of Toronto 

Ronald Anderson, S.J., Assistant Pro- 
fessor; B.Sc, University of Canterbury; Ph.D., 
University of Melbourne; M.Div., Weston 
School of Theology; Ph.D., Boston Univer- 
sity 



Thomas S. Hibbs, Assistant Professor; 
B.A., M.A., University of Dallas; M.A.,Ph.D„ 
University of Notre Dame 

Gerald C. O'Brien, S.J., Assistant 

Professor; A.B., A.M., Boston College; Ph.D., 
Fordham University 

Vanessa P. Rumble, Assistant Profes- 
sor; B.A., Mercer University; Ph.D., Emory 
University 

Richard A. Spinello, Adjunct Assistant Professor; 
A.B., M.B.A., Boston College; M.A., Ph.D., 
Fordham University 



PROGRAM DESCRIPTION 

Philosophical study at Boston College provides 
the opportunity for open-minded inquiry and 
reflection on the most basic questions that con- 
cern man and the ultimate dimensions of his 
world. In this quest for new and fuller mean- 
ings, the Philosophy Department offers a 
balanced program of courses allowing for 
concentration in the following specialized 
areas: American philosophy, contemporary 
continental philosophy, medieval philoso- 
phy, philosophy of religion, social and po- 
litical philosophy, and the philosophy of 
science. 

In addition to these areas of specialization, 
there is considerable provision made for interdis- 
ciplinary programs in cooperation with other 
graduate departments in the University. The 
range of courses available, both within the De- 
partment and elsewhere, allows the student 
considerable flexibility in planning a highly indi- 
vidualized and personal program of study geared 
to his or her own major interests. Small seminar- 
type classes are the rule, and students are encour- 



80 • Graduate Arts and Sciences • Philosophy 



aged to initiate and complete independent and 
original research projects. 

The Department is extremely selective in its 
admission to the doctoral program. Less than ten 
students are admitted each year and all must be 
full-time degree candidates. All applicants for 
admission, except foreign students, must take the 
Graduate Record Examination and have the 
scores sent to the Department. There is also a 
special program leading to a terminal M.A. which 
is open to both full and part-time students. 

One year of full-time residence is required of 
all doctoral candidates; these students will be ex- 
pected to take a preliminary examination at the 
end of the first year of study, and all their 
comprehensive examinations must be com- 
pleted by the end of the third year. Doc- 
toral students must also pass proficiency 
examinations in two modern languages prior 
to the second year of graduate study. 
French and German are the usual languages 
required of doctoral candidates but, with 
Department approval, other languages may 
be substituted if they are more appropri- 
ate to the candidate's field of specialization. 
A final comprehensive examination will be 
required of all Master's students and profi- 
ciency in one modern language is also re- 
quired. 

Financial Aid 

The University welcomes applications for 
the following programs of aid: Teaching Fel- 
lowships ($8,000-13,000); Research As- 
sistantships ($6,800). 

All fellows and assistants are exempt from 
payment of tuition. Various programs of financial 
aid are available during the summer. Ordi- 
narily, all students admitted to the doctoral 
program will qualify for some form of 
financial assistance. Normally no financial 
assistance is available for students seeking 
a terminal M.A. 

Institute of Medieval Philosophy and 
Theology 

The Department of Philosophy is linked to 
the Institute of Medieval Philosophy and 
Theology. The institute is a center that 
unites the teaching and research efforts of 
faculty members in the Philosophy and The- 
ology Departments who specialize in medi- 
eval philosophy and theology. Doctoral de- 
grees are awarded in the Philosophy (or 
Theology) Department, and students study 
within one of these departments. The fo- 
cus of the institute is the relationship be- 
tween medieval philosophy and theology 
and modern continental philosophy and the- 
ology. The concentration of the Philosophy 
and Theology Departments at Boston Col- 
lege is in modern continental thought, so 
the context for carrying on a dialogue be- 
tween medieval and modern philosophy and 
theology is well established. 

To foster this dialogue and encourage 
the scholarly retrieval of the great medieval 
intellectual world, the institute offers gradu- 



ate student fellowships and assistantships, spon- 
sors a speakers program, runs a faculty-student 
seminar to investigate new areas of medieval 
philosophical and theological research, and runs 
a research center to assist in the publication of 
monographs and articles in the diverse areas of 
medieval philosophy and theology, to encourage 
the translation of medieval sources and the edit- 
ing of philosophical and theological texts. 

The Lonergan Center 

Studies related to the work of Jesuit theo- 
logian and philosopher Bernard Lonergan 
(1904-1984) have a focus in the Lonergan 
Center at Boston College. Inaugurated in 
1986, the Center houses a growing collec- 
tion of Lonergan's published and unpub- 
lished writings as well as secondary mate- 
rials and reference works, and it also serves 
as a seminar and meeting room. The Cen- 
ter is on the fourth level of Bapst Library 
and is open during regular hours as posted. 
The director is Professor Charles Hefling. 

Course Offerings 

If a desired course is not offered, please 
consult with the appropriate professor; it 
may be possible to arrange a Readings and 
Research course on the desired topic. 

PL 303 Philosophical Questions in Religion 

This course is for students who want to form their 
individual opinions rationally on such controver- 
sial religious topics as the psychology of belief, the 
problem of evil, arguments for God's existence, 
our knowledge of God, predestination and free 
will, time and eternity, life after death, miracles, 
the reliability of the Bible, mysticism, Eastern vs. 
Western religions. A problem-oriented textbook 
is supplemented by readings in C. S. Lewis 
and Thomas Aquinas. Not offered 1 993-94 

Peter J. Kreeft 

PL 308 Political Thought of the Greeks 

An examination of Greek political philoso- 
phy, with special emphasis on Plato's Re- 
public and Aristotle's Politics; an attempt 
to apply the resources of Greek thought to 
some of the perennial issues of political phi- 
losophy. Not offered 1993-94 

Arthur R. Madigan, S.J. 

PL 309 Marriage and the Family (S: 3) 

The course is designed, from a philosophi- 
cal perspective, to explore the full signifi- 
cance of the most fundamental and inti- 
mate human relationship, Marriage/Family, 
on both institutional and personal levels. 

Francis Y. Soo 

PL 310 Genealogy and the History of Ethics 

The course will begin by reading selections 
from Nietzsche's Genealogy of Morals and 
Beyond Good and Evil. The remainder of the 
course will be spent testing Nietzsche's ac- 
count of the history of ethics against rep- 
resentative texts and testing the texts 
against Nietzsche's problematic. We will 
focus on texts (to be read in reverse chro- 
nological order) of Kant, Aquinas, and Aristotle. 
Short readings from other authors, for example, 
Hume and Luther, will be assigned to fill in gaps 
in the history. The course will end where it be- 



gan, with Nietzsche, by reading The Advantage 

and Disadvantage of History for Life. 

Not offered 1 993-94 Thomas S. Hibbs 

PL 314 The Mind and Its Body 

Am I my body and nothing more? Is there 
such a thing as a soul? If there is, can I know 
anything about it? What is the relationship 
between "mind" and "body"? Is the unity between 
them what accounts for their existence? Are they 
separable? Could the soul possibly survive the 
dissolution of the body? Can I know any of this? 
These are some of the questions we will raise — 
and try to answer.Mif offered 1993-94 

Ronald K. Tacelli, S.J. 

PL 335 Platonic Dialogues 

This course is an inquiry into the develop- 
ing thought of Plato, stressing particularly 
Plato's probing into the questions of the 
nature of man, the relation of the individual 
to society, the nature of human knowing, 
the foundation of judgments of value, and 
the meaning of a virtuous life. 

This course is intended for students who are 
beginning Plato or at least have not studied him 
in depth. No knowledge of Greek is required. Not 
offered 1993-94 Gerard C. O'Brien, S.J. 

PL 338 The Heidegger Project I (F: 3) 

This is a course designed to allow undergraduates 
an opportunity to work closely with the major 
texts of Martin Heidegger, one of the leading 
twentieth-century philosophers. Students will be 
expected to participate in assessing Heidegger's 
relevance to contemporary issues and in develop- 
ing their own philosophical views vis-a-vis 
Heidegger's. Some knowledge of traditional phi- 
losophy (e.g. Aristotle, Descartes, etc.) would be 
helpful, but is not an absolute prerequisite. 

Thomas J. Owens 

PL 339 The Heidegger Project II (S: 3) 

A continuation of PL 338, open only to stu- 
dents participating in the course. 

Thomas J. Owens 

PL 344 The Aristotelian Ethics (S:3) 

Reading of Aristotle's Nicomachean Ethics, 
and examination of its principle themes: 
happiness, virtue, responsibility, justice, 
moral weakness, friendship, pleasure, con- 
templation. 

Arthur R. Madigan, S.J. 

PL 358 The Confessions of St. Augustine (F: 3) 

The reflective study of the Christian Neo- 
platonism of Augustine's Confessions with 
a stress on understanding Augustine in the 
light of his background of conservative 
African Christianity, Manicheanism, classi- 
cal literary education and Neoplatonic phi- 
losophy. The chief emphasis will be on the 
text of the Confessions in translation, but 
there will also be some reading of other 
texts of Augustine's early works. 

Gerard C. O'Brien, S.J. 

PL 379 Socrates and Jesus 

Purpose: to make the acquaintance of and 
to compare the two most influential people 
who ever lived — the inventor of reason and 



Graduate Arts and Sciences • Philosophy • 8 1 



the object of faith; philosophy and religion com- 
pared at their source. Intensive reading and dis- 
cussion of Great Dialogues of Plato and John's Gos- 
pel. Not offered 1993-94 

Peter J. Kreeft 

PL 381-382 After Metaphysics I 

Starting from Heidegger and other decon- 
structionists of the metaphysical tradition, this 
course will attempt to reopen the question of be- 
ing as an issue of rational discourse and propose 
a method for dealing with the question scientifi- 
cally in terms of the transcendental properties of 
Being, the One, the True, and the Good. 
Not offered 1 993-94 Oliva Blanchette 

PL 402 Kant's Moral Philosophy 

How we make moral decisions warrants 
close examination. Often we experience a 
conflict between what seems the best and 
what seems the right thing to do. Kant of- 
fers a theory to substantiate our choice for 
what is right — our duty. This view has been 
challenged. The course seeks to present 
and evaluate Kant's theory of duty. Not offered 
1993-94 Richard T. Murphy 

PL 404 Philosophical Autobiography 

We will examine the philosophical anthropologies 
of Augustine, Rousseau, Nietzsche, and Sartre and 
discuss the manner in which their understandings 
of human nature find expression in their autobi- 
ographies. 
Not offered 1993-94 Vanessa P. Rumble 

PL 405 Self-Deception and Morality 

This course will deal with the main moral and an- 
thropological perspectives on self-deception that 
have emerged in western philosophy, particularly 
in the nineteenth and twentieth centuries. Two 
related questions will be posed to each of the 
thinkers studied: 1) How must the human self be 
constituted in order for self-deception to be pos- 
sible? 2) Is the self-deceiver morally responsible? 
Not offered 1 993-94 I anessa P. Rumble 

PL4 1 5 Great Trials in Western Civilization 

Since the time of Socrates, many of the 
central issues of human existence have 
been raised and treated in judicial trials. This 
course will examine the development of our 
moral-political judgment by a study of sig- 
nificant trials which have taken place in 
western civilization. Not offered in 1993-94 

James W. Bemauer, S.J. 

PL 416 Hannah Arendt: Human Condition and 
the Life of the Mind 

Though still controversial, Hannah Arendt 
is now recognized as one of the major think- 
ers of this century in areas such as politi- 
cal philosophy and deconstruction of meta- 
physics. The purpose of this course is to 
offer an introduction to the main topics in 
her inquiry into first, the structures of ac- 
tive life (labor, work, action, the private and 
public), and second, her criticism of several 
constantly recurring prejudices in the works 
of those who are entirely dedicated to the 
activity of thinking; that is, the professional 
philosophers. 
Not offered 1 993-94 Jacques M. Taminiaux 



PL 419 Philosophy on Friendship (F:3) 

Friendship presents several challenges to philo- 
sophical reflection. We tend to define human 
nature with reference to the individual, but none 
of us wants to be without friends. We tend to 
define ethics in terms of the rights or duties of the 
individual in relation to others, but it is not clear 
how such language applies to friends. What makes 
friendship unique, and have philosophers been 
able to speak about it adequately? 

Gary M. Gurtler, S.J. 

PL 420 Legacy of Plato and Aristotle in 
Christian Fine Arts into the Renaissance (S: 3) 

A study of the theological and philosophi- 
cal background of Christian painting, sculp- 
ture, and architecture. 

Jacques M. Taminiaux 

PL 421 Nietzsche 

Through a chronological analysis of the basic texts 
of Nietzsche, this course aims at discussing the 
meaning of his attempt to overcome platonism. 
Not offered 1993-94 

Jacques M. Taminiaux 

PL 428 Introduction to Phenomenology (F: 3) 

A historical and textual survey of the de- 
velopment of the Phenomenological move- 
ment from Husserl to Heidegger. 

Jacques M. Taminiaux 

PL 434 (UN 502) Capstone: Ethics in the 
Professions (F: 3-S: 3) 

This course will focus on controversial moral di- 
lemmas which arise in the professions of law, 
business, medicine, education, and journalism. In 
addition to considering some key ethical theories 
(e.g., pluralism and utilitarianism) which can be 
used as a framework for addressing these 
problems, it will also dwell on relevant moral 
notions such as virtue and collective re- 
sponsibility. The course will deal extensively 
with issues such as privacy and confidenti- 
ality, deception, whistle-blowing, preferen- 
tial hiring, and so forth. 

Richard A. Spinello 

PL 435 Theory of the Novel 

This course will consider the relationship 
between the production of literature and 
philosophy. Although writers do not intend 
to be philosophers, they do isolate and 
present a specific vision of reality. This 
course will concentrate on the philosophic 
vision presented in specific literary texts such as 
the following: One Hundred Years of Soli- 
tude, Crime and Punishment, The Sun Also 
Rises, Death in Venice, Light in August, and 
Madame Bovary. Not offered 1993-94 

David M. Rasntussen 

PL 442 Romanticism and Idealism (F: 3) 

Kant's transcendental idealism has been charged 
with divorcing the subject of understanding from 
the subject of moral experience. We shall exam- 
ine the basis of this claim, as well as the attempts 
by Romantic writers and German Idealists to pro- 
vide a fresh account of the integrity of human 
experience. Vanessa P. Rumble 



PL 449 Corporations and Morality (F, S: 3) 

This course will begin with a reflection on the 
main ethical theories which can be used as frame- 
works for making moral judgments. To test the 
efficacy of such theories, we will examine several 
cases dealing with moral dilemmas which can arise 
in the workplace. At this point, our focus shifts 
to the corporation as a special entity in society 
which has the same autonomy and moral agency 
as the human person. After delineating a tenable 
theory of corporate responsibility, we will exam- 
ine how the corporation functions as both a moral 
agent in the larger society and as a moral environ- 
ment to be managed with a view to the freedom 
and well-being of its members. 

Richard A. Spinello 

PL 452 Perspectives on Addiction 

This course attempts to apply the order- 
ing and integrating function of philosophy 
to the multifaceted problem of addiction. 
The chief focus is on alcoholic addiction, but 
includes addiction to other drugs as well. 
Not offered 1 993-94 Gerard C. O 'Brien, S.J. 

PL 455 Kierkegaard and Nietzsche (F: 3) 

Kierkegaard and Nietzsche are the two 
most important giants of thought in the 
nineteenth century and the two leading influences 
on contemporary thought. This course will study 
their lives and the predominant themes of their 
thought along the lines of Christian belief and 
Atheistic Humanism. The class will include lec- 
tures, student reports, and analyses of some of 
their important writing. 

Stuart B. Martin 

PL 456 The Holocaust: A Moral History (F: 3) 

The tragic event which ruptured modern west- 
ern morality will be examined from a variety of 
perspectives (literary, philosophical, theological, 
and political). We shall study the testimony of 
both its victims and its perpetrators. Special at- 
tention will be given to consideration of the in- 
tellectual and moral factors which motivated re- 
sistance or excused indifference. We shall con- 
clude with interpretations of its meaning for con- 
temporary morality and of its theological signifi- 
cance for Christians and Jews. 

James W. Bemauer, S.J. 

PL 458 Contemporary Movements in 
Continental Thought (S: 3) 

This course analyses the major trends in 20th 
century European philosophy from phenomenol- 
ogy and existentialism to structuralism and 
deconstruction. It explores the different ways in 
which these movements respond to the contem- 
porary crisis in the arts and sciences by rethink- 
ing traditional concepts of meaning, truth, iden- 
tity and value. Richard M. Kearney 

PL 465 Sexuality: New Histories, Old Ethics? 

The last twenty years have witnessed an explosion 
of historical investigations of sexuality in western 
culture. This course will examine several of these 
studies in the interest of appreciating the histori- 
cal development of anxiety toward and acceptance 
of sexual activity. We will attempt to explore the 
implications of these historical visions for an ethi- 
cal approach to sexual conduct. 
Not offered 1993-94 

James W. Bemauer, S.J. 



8 2 



Graduate Arts and Sciences • Philosophy 



PL 467 Jean-Paul Sartre 

An analysis of Sartre's early writings on imagina- 
tion and consciousness. Emphasis will be placed 
upon his penetrating studies of freedom, bad faith 
and the sadomasochistic dimensions of interper- 
sonal relations. Both literary and philosophical 
texts will be discussed. Not offered 1993-94 

Richard Cobb-Stevens 

PL 474 A Philosophy of Laughter, Humor and 
Satire (S: 3) 

This course involves studying a considerable sam- 
pling of the great works of satire and comedy from 
all ages, from the ancient Greeks to the contem- 
porary period. The focus is on what light philoso- 
phy throws on the nature of humor and sadre and 
what satire and laughter tell us about ourselves as 
wondering, rational, risible animals. The views of 
Kant, Bergson, Chesterton and others will be dis- 
cussed in some detail, but there will also be an 
attempt to appreciate each work of art in its indi- 
viduality and the personal perspective each one 
brings to his/her appreciation. 

Gerard C. O'Brien, S.J. 

PL 475 Philosophy of Language 

This course will focus on the major strands in 20th 
century philosophy of language, beginning with 
Bertrand Russell and ending with Jacques 
Derrida. Along the way we will study the views 
of LA. Richards, Ludwig Wittgenstein, Kenneth 
Burke, J.L. Austin, and Paul Ricouer. Not offered 
1993-94 Eileen C. Sweeney 

PL 476 Hume 

At this time, there has arisen from diverse philo- 
sophical traditions a renewed interest in Hume. 
This course will undertake to investigate Hume's 
contributions both in the epistemological and in 
the moral sphere. Thereby, Hume's study of the 
human person will emerge — a study now chal- 
lenging contemporary thinkers. Not offered 1 993- 
94 Richard T. Murphy 

PL 479 Contemporary German Philosophy 

(S:3) 

In this course, consideration will be given to cur- 
rent developments within German philosophy. 
Husserl, Heidegger, Gadamer, and Habermas 
will be among the philosophers considered. Spe- 
cial attention will be given to current movements 
within German philosophy, including phenom- 
enology, hermeneutics and critical theory. 

David M. Rasmussen 

PL 482 Political Philosophy: Hobbes to Hegel 

Through an analysis of the basic political 
concepts of major thinkers like Hobbes, 
Spinoza, Locke, Rousseau, Kant and Hegel, 
this lecture course aims at an introduc- 
tion — both historical and philosophical — to 
current issues like technocracy, consumer- 
ism, the private and the public, political 
judgment, freedom of expression, etc. 
Not offered 1993-94 

Jacques M. Taminiaux 

PL 489 Rousseau and Freud (S: 3) 
This course will focus on a reading of the major 
works of these two thinkers on the themes which 
they share — radically new accounts of the state of 
nature, the development of language and theory 
of meaning, human relationships and the relations 



between the sexes, the critique of religion, and 
proposals for improvement of modern life. Their 
work on these topics will be considered as part of 
their larger projects to construct radically differ- 
ent narratives from that of Christianity for the 
understanding of human life, and in terms of their 
huge influence on modern and post-modern 
thought. Eileen C. Sweeney 

PL 496 Death and Its Discontents (S: 3) 

This course will study experiences of death. 
We will read and reflect along three axes: 
the changing attitudes toward death which 
have marked history; the various efforts which 
have been made to exploit the fear and/or love of 
death; finally, the relationships we take up toward 
ourselves as figures who are condemned to a de- 
finitive death or who are open to a personal im- 
mortality. 

James W. Bernauer, S.J. 

PL 497 Parmenides (S: 3) 

An investigation of the background, life and 
philosophy of the greatest of the Greek 
philosophers before Socrates. Parmenides 
was thoroughly a man of his time; yet, 
against the tide of Greek physical specula- 
tion, he launched the science of metaphys- 
ics; in a polytheistic society, he was a mono- 
theist; in a male-oriented society, he envi- 
sioned reality under the guise of a woman. 
Some elementary Greek grammar will be 
taught in conjunction with this course so 
that we can together share the authentic 
vision of Parmenides. 

Stuart B. Martin 

PL 502 Introduction to Analytic Philosophy 
(F:3) 

Most of the major movements and figures in 20th 
Century Anglo-American philosophy fall under 
the broad and rather vague heading of analytic 
philosophy. This course intends to provide an 
introduction to the various forms and varieties of 
analytic (and linguistic) philosophies by examin- 
ing the main tenets and activities of some of the 
major philosophers who have been influential 
within the analytic tradition in philosophy. 

Richard T. Murphy 

PL 503 Ethics in Geometry (S: 3) 

Two works of Husserl provide the problem- 
atic for this course: an essay entitled, "Ori- 
gins of Geometry," and the opening chap- 
ters of Crisis of European Sciences. Having 
considered Husserl's view of the history of 
science and of the nature of mathematical 
knowledge, we will compare ancient and 
early modern accounts of the nature of 
geometry, its function as a paradigm of 
rational inquiry, and its place in what Husserl 
calls the "life-world." We will attempt to clarify 
the way different accounts of geometry are allied 
to different views of human nature and of the 
human good. Although we will work through 
some proofs, no prior mathematical knowledge is 
necessary. 

Thomas S. Hibbs 

PL 529 Philosophy of Action 

A study of the concrete approach to transcen- 
dence through human action as found in Maurice 



Blondel's science of practice and its relation to 

practical science. 

Not offered 1993-94 Oliva Blanchette 

PL 532 Issues in Science and Religion 

While science and religion have often been 
seen as separate enterprises in conflict with 
each other, this course will seek to develop 
the ways in which they may interrelate and 
engage with each other. 
Not offered 1993-94 

Ronald Anderson, S.J. 

PL 535 Scientific Revolutions I 

This course will study the development of the 
Copernican revolution against the background of 
the ancient and medieval views of the universe. 
We will read selections from the original works 
of Ptolemy, Copernicus, and Kepler; along with 
two major works by Galileo, who was chiefly re- 
sponsible for the consolidation of the new world 
view. 
Not offered 1 993-94. John J. Cleary 

PL 536 Scientific Revolutions II 

This course will continue and complete our 
study of the Copernican Revolution which 
was begun in Scientific Revolutions I. We will 
read closely some of the key scientific 
works of both Descartes and Newton — the 
two central figures for the completion of 
the scientific revolution heralded by 
Copernicus. Finally, we will consider its most 
important philosophical implications as 
spelled out in the works of Kant, who self- 
consciously introduced a "Copernican Revo- 
lution" in philosophy. 
Not offered 1 993-94 John J. Cleary 

PL 538 Law, Business and Society (F: 3) 

This course makes use of an interdiscipli- 
nary approach to studying society and so- 
cial issues related to Law, Business, and 
Society, i.e., the political, economic and 
social spheres of human life. 

Francis Y. Soo 

PL 540 Philosophy of Liberation (S: 3) 

A discussion of the philosophy of liberation 
starting from the consciousness of oppres- 
sion seen as a radically new starting point for edu- 
cation. The issue will be examined first in two of 
its extreme forms in Latin America (Freire) and 
in Africa (Fanon), but then will turn to an exami- 
nation of the situation closer to home in black 
consciousness (Malcolm X) and in other instances 
of new demands for liberation chosen according 
to the experiences of the students partici- 
pating in the course. 

Oliva Blanchette 

PL 544 St. Thomas Aquinas (F: 3) 

Prerequisites: a knowledge of Aristotelian logic and 
Aristotelian philosophical terminology, e.g., 
Kreyche's Logic for Undergraduates and Adler's 
Aristotle for Everybody. 

This course is a survey of the distinctive teach- 
ings of Aquinas' metaphysics, cosmology, anthro- 
pology, epistemology, ethics, politics, and philo- 
sophical theology. 

Peter J. Kreeft 



Graduate Arts and Sciences • Philosophy • 8 3 



PL 554 Philosophy of Poetry and Music (S: 3) 

This course will deal with the history of poetry, 
painting, sculpture, architecture, music and dance. 
A major perspective will be the interrelation of 
these art forms to their respective cultural peri- 
ods. Students will be encouraged to work out their 
own projects or to select studies on Eastern or 
Western Art. 

Joseph F. Flanagan, S.J. 

PL 557 Modernism and Philosophy 

This course deals with the origins and de- 
velopment of the "Modernist" movement 
during the past century. We shall consider ex- 
amples of the fiction, poetry, painting, music, and 
architecture of the period. Special attention will 
be paid to the ethical and other philosophical 
implications of the modernist movement. 
Not offered 1993-94 

Richard Cobb-Stevens 

PL 560 Social & Political Crisis in Ancient 
Greece (F: 3) 

This is an undergraduate course which is intended 
for non-freshman students who want to get some 
historical perspective on the perennial issues in 
social and political philosophy. While keeping 
modern parallels in mind, we will study the causes 
of moral and political corruption in ancient Ath- 
ens, which led to its eventual defeat in the 
Peloponnesian War. We will read the historical 
account of that war given by Thucydides, in or- 
der to understand both its causes and the effects 
which it had on the moral climate of 5th 
century Greece. JohnJ.Cleary 

PL 563 The Great Philosophers I 

This course is not a survey of the history 
of philosophy but an interpretation of the 
history of philosophy. That is, it does not 
survey the whole course of ancient and 
medieval philosophy, but rather traces a 
theme through ancient and medieval phi- 
losophy. The theme to be studied will vary 
from year to year. 
Not offered 1991-94 

Arthur R. Madigan, S.J. 

PL 564 The Great Philosophers II 

This course is a continuation of the Great 
Philosophers I. The purpose of the present 
course is to exhibit philosophy as the 
thought of remarkable individuals, not as an 
integral part of cultural, social, and politi- 
cal life. This purpose demands more ac- 
count of individual thought than is usually 
given by historians. 
Not offered 1993-94 Ronald K. Tacelli, S.J. 

PL 567 Derrida: Phenomenology to Deconstruction 

(S:3) 

An examination of key themes from Jacques 
Derrida's major works: his critique of traditional 
notions of objectivity and truth, his strategies for 
unmasking presuppositions, his "playful" style of 
textual interpretation. Particular attention will be 
paid to the impact of Derrida's thought on con- 
temporary literary theory. 

Richard Cobb-Stevens 
PL 577 Introduction to Symbolic Logic (F: 3) 
An introduction to modern formal logic designed 
to familiarize students with both the methods for 
expressing ordinary language arguments in sym- 



bolic form and with the various techniques used 
to analyze and evaluate the validity of arguments 
expressed in symbolic form. The course will cover 
propositional and predicate logic, some of the 
subtleties involved in the way we use ordinary 
language in reasoning, and some of the horizons 
of 20th-century logic such as the interesting para- 
doxes of self-reference, "formal systems," and the 
limits of logic in human thought. 

Ronald Anderson, S.J. 

PL 584 C.S. Lewis 

Lewis wrote poetry, literary criticism, sci- 
ence fiction, fantasy, philosophy, theology, 
religion, literary history, epics, children's 
stories, historical novels, short stories, psy- 
chology and politics. He was a rationalist 
and a romanticist, a classicist and an exis- 
tentialist, a conservative and a radical, a 
pagan and a Christian. No writer of our cen- 
tury had more strings to his bow, and no 
one excels him at once in clarity, in moral 
force, and in imagination: the true, the 
good, and the beautiful. 
Not offered 1 993-94 Peter J. Kreeft 

PL 593 Philosophy of Science (S: 3) 

An introduction to the various themes con- 
cerned with the interplay between philoso- 
phy and science. The nature of scientific 
explanations and the cognitive status of 
scientific theories will be considered. The 
roles of induction and deduction in scien- 
tific discovery will be examined as well as a 
number of metaphysical questions raised by 
the natural sciences such as the ontologi- 
cal status of the various entities which 
make up scientific theories. 

Ronald Anderson, S.J. 

PL 595 Kant's Critique 

An analysis of the major theme of Kant's 
philosophy as expressed in his first critique, 
including a study of its antecedents and 
consequences in the history of philosophy. 
Not offered 1993-94 

Ronald K. Tacelli, S.J. 

PL 602 Philosophy of World Religions (S: 3) 

A sympathetic, objective but "existential" 
comparative exploration of eight of the 
world's "higher religions," beginning with 
readings from each religion's own scriptures 
(data) and concluding with interpretation 
and discussion of ecumenical dialog, espe- 
cially between East and West. Peter J. Kreeft 

PL 605 Existentialism & 20th Century Drama 

(F:3) 

The themes of alienation, anxiety, authenticity, 
and community will be studied through philo- 
sophical texts of Heidegger, Sartre, Marcel and 
Ricoeur. These will be complimented by the dra- 
matic treatments of Beckett, Pinter, Gray, 
Stoppard and Ayckbourn. Denis P. Moran, S.J. 

PL 607 Seminar: Socratic Dialectic Method: 
Socratic Dialectic and Aristotelian Ordinary- 
Language Logic. 

Classes: informalization of medieval scholastic 
disputation. Issues: faith and reason; existence, 
nature and knowability of God; problem of evil; 
predestination and free will; soul and immortal- 
ity; heaven and hell; miracles and resurrection; 



identity of Jesus; Bible as myth vs. Bible as his- 
tory; relation between religion and morality; re- 
ligious experience; comparative religions Eastern 
and Western. Genre: philosophical apologetics. 
Not Offered 1993-94 Peter J. Kreeft 

PL 608 Humanism and Anti-Humanism 

This course will examine contemporary no- 
tions of humanism (e.g., Sartre, Heidegger) 
and the critique that has been made of 
humanism by such thinkers as Althusser, 
Foucault, Derrida and Lacan. 
Not offered 1993-94 

William J. Richardson, S.J. 

PL 614 Husserl and Hume 

Descartes and Hume exerted the greatest 
influence on Husserl's development of phe- 
nomenology. This course, after beginning 
with a brief exposition of Husserl's version 
of the phenomenological method, will ex- 
amine Hume's positive impact on Husserl's 
thought, especially in its later stages. 
Not offered 1 993-94 Richard T. Murphy 

PL 615 British Empiricism (S: 3) 

This course introduces British empiricism 
through the epistemological theories of 
Locke, Berkeley, and Hume. Within this his- 
torical context, the representationalist 
theory of perception developed by Locke 
and criticized by Berkeley and Hume will be 
presented. The contemporary discussions 
concerning the correct interpretation of 
these thinkers will be examined. 

Richard T. Murphy 

PL 6 1 8 The Process of Becoming 

Scientific developments such as the theo- 
ries of evolution, relativity, and quantum 
mechanics have forever changed the ways 
we view reality. This course traces the at- 
tempts of twentieth-century philosophers 
and theologians such as Bergson, 
Whitehead, Teilhard, and Hartshorne to forge 
new conceptions of reality adequate to these in- 
tellectual breakthroughs. 
Not offered 1993-94 Patrick H. Byrne 

PL 620 The Eclipse of the Good: New 
Orientations in Contemporary Ethics 

This course is directed to upper-division under- 
graduate as well as graduate students. It will ex- 
amine major theories in contemporary ethics 
from the perspective that these theories have been 
provoked by novel experiences of evil. Not offered 
1993-94 James W. Bernauer, S.J. 

PL 624 Pascal and Aquinas: Reason & 
Religious Belief (F: 3) 

The supposition of the course is that the answer 
to the question, "Is religious belief reasonable"? 
rests largely on one's view of reason. We will 
begin by reading selections from the writings of 
Descartes and Locke on the nature of reason and 
on religious belief. We will then turn to Pascal's 
critique of the incipient rationalism of early mod- 
ern philosophy, a critique that is integral to his 
own apology for the Christian faith. Having stud- 
ied Pascal's position, we will turn to an alterna- 
tive account of reason and faith found in Aquinas. 

Thomas S. Hibbs 



8 4 • Graduate Arts and Sciences • Philosophy 



PL 625 (TH 478) The Problem of Self- 
Knowledge (F: 3) 

"The unexamined life is not worth living." 
Socrates' proclamation forms the basic 
assumption of this course. However, important 
developments in Western culture have made the 
approach to self-knowledge both more difficult 
and more essential. Students will be invited to 
discover in themselves dimensions of their sub- 
jectivity which lead to resolution of fundamental 
issues. The work of Bernard Lonergan will serve 
as a guide. Joseph F. Flanagan, S.J. 

PL 626 Hannah Arendt: Learning to Love the 
World 

An examination of Arendt's philosophical 
achievement: her treatment of the active life of 
labor, work, action, and the mind's life of think- 
ing, willing, judging. The specific theme for the 
course will be this contemporary thinker's 
effort to renew a love for the world and an 
appreciation of the worldly traits of those 
who call it home. Not offered 1993-94 

James W. Bernauer, S.J. 

PL 629 Introduction to Hermeneutics 

An examination of the contemporary prob- 
lem of hermeneutics in light of its histori- 
cal antecendents for entry-level M.A. stu- 
dents and advanced undergraduates. 
Not offered 1993-94 

William J. Richardson 

PL 632 The Later Heidegger (F: 3) 

Prerequisite: at least two philosophy courses be- 
yond core. 

An introductory reading of representative texts of 
the later period for beginning M.A. students and 
advanced undergraduate majors. 

Required: a serious knowledge of Being 
and Time, such as gained from "The 
Heidegger Project" or its equivalent. 

William J. Richardson, S.J. 

PL 633 Metaphysics: Selected Texts 

A diligent examination of selected classical 
metaphysical texts, chosen for intrinsic 
importance and for historical influence. 
Texts to be studied will vary from year to 
year. Proficiency in Greek will be an asset. 
Not offered 1993-94 

Arthur R. Madigan, S.J. 

PL 634 The Philosophy of Jurgen Habermas 

A seminar on the more recent (1981 and 
later) writings of Jurgen Habermas. We will 
consider the following topics: the theory of 
communicative action; the theory of modernity; 
theories of law and politics; aesthetics. 
Not offered 1993-94 David M. Rasmussen 

PL 637 Hegel's Philosophy of Law 

This seminar will consider Hegel's philoso- 
phy of law from both historical and contem- 
porary perspectives. The seminar will concentrate 
on a reading of The Philosophy of Right. Special 
emphasis will be given to Hegel's contribution to 
the current discussion of the relationship between 
law and philosophy. 
Not offered 1993-94 David M. Rasmussen 

PL 638 Plato: Selected Dialogues 

A stud)- of (at most) a half-dozen Platonic dia- 
logues, chosen to suit the philosophical interests 



of instructor and students. For students with some 
background in Plato. 
Not offered 1993-94 

Arthur R. Madigan, S.J. 

PL 640 Evolution of Greek Metaphysics (F: 3) 

A consideration of the development of metaphys- 
ics from the speculations of the Presocratics to the 
systems of the Neoplatonists. Texts to be stud- 
ied will vary from year to year, but the greater part 
of the course will be devoted to metaphysical texts 
from Plato's dialogues and to Aristotle's Metaphys- 
ics. 

Arthur R. Madigan, S.J. 

PL 641 Ethics and Psychoanalysis 

An examination of the ethical problem as 
posed by psychoanalysis. 
Not offered 1993-94 

William J. Richardson, S.J. 

PL 643 Great Contemporaries 

A study of one or more authors who have 
made or are making a significant contribu- 
tion to philosophy in the twentieth century. Au- 
thors to be studied will vary from year to year. 
Not offered 1 993-94 Arthur R. Madigan, S.J. 

PL 680 The Phenomenology of Edmund Husserl 

A study of the major themes of Husserl's 
early works: intentionality, time-conscious- 
ness, the interplay of experience and lan- 
guage, seeing as interpretation. Emphasis 
will be placed upon the ontological implica- 
tions of phenomenology. 
Not offered 1 993-94 The Department 

PL691 Kant's Critique of Judgment 

This seminar will focus on a reading of 
Kant's famous "Third Critique." We will also 
consider contemporary readings of The 
Critique of Judgement. We will also be in- 
terested in both the impact of this work on 
contemporary "aesthetic theory" and its contri- 
bution to recent debates on ethics, politics and 
contemporary democratic theory. 
Not offered 1993-94 David M. Rasmussen 

PL 701 Wittgenstein (F: 3) 

This course will present Wittgenstein 
against the historical background of the rise 
of Analytic philosophy and emphasize how 
Wittgenstein has so radicalized philosophi- 
cal methodology that for so many linguistic analy- 
sis appears to be the only viable philosophical 
method. At the same time, the affinity of 
Wittgenstein's outlook to Husserl's phenomenol- 
ogy will be treated. 

Richard T. Murphy 

PL 705 Logic, Language and Interpretation in 
Medieval Philosophy (F: 3) 

This course will focus on Medieval reflection 
on the nature of language and its relation- 
ship to reality, issues which arise within dis- 
cussions of such diverse topics as formal 
logic, the status of universals, and language 
as the instrument for expressing the nature 
of God, and for interpreting scripture. We will 
trace these issues through works by Augustine, 
Boethius, Anselm, Abelard, Alan of Lille, Thomas 
Aquinas, Bonaventure, Scotus and Ockham. 

Eileen C. Sweeney 



PL 710 Science and Analysis in Aristotle 

Aristotle's Posterior Analytics set the stan- 
dards for science in the West for almost 
2000 years. Figures as diverse as Aquinas 
and Avicenna, Descartes, Galileo and New- 
ton all subscribed to fundamental Aristote- 
lian tenants even as they thought of them- 
selves as radically reforming them. 

Recent scholarship, however, has called 
into question the traditional understanding 
of what Aristotle actually meant by "sci- 
ence." This course will take up those ques- 
tions in a close, critical examination of 
Aristotle's Prior Analytics and Posterior 
Analytics in relation to specifically scientific 
works. 
Not offered 1993-94. Patrick H. Byrne 

PL 71 1 Phenomenology 

An exploration of the modern crisis of the 
self in Husserl, Heidegger, Sartre, Levinas, 
and Ricoeur. 
Not offered 1993-94 Richard M. Kearney 

PL 7 1 2 Heidegger and Husserl 

A close study of Husserl's legacy in the method, 
the structure, and in several basic concerns of 
Heidegger's fundamental ontology. 
Not offered 1993-94 Jacques M. Taminiaux 

PL 713 Aristotle's Physics and Metaphysics 

This class will have as its main goal a com- 
plete and careful reading of these two very 
difficult texts. Besides the main goal of 
making these texts accessible, we will also 
be concerned with examining the relation- 
ship between them. Are Aristotle's physi- 
cal and metaphysical conclusions consistent 
and complementary or do they stand in 
some sort of tension with one another? 
Aristotle's works on natural science and 
psychology will be considered as necessary 
to supplement our examination of these 
texts and questions. 
Not offered 1993-94 Eileen C. Sweeney 

PL 718 Psychoanalysis and Literature 

This course will be a doctoral-level seminar 
that will examine various psychoanalytic 
approaches to literature as these become 
manifest in efforts to interpret psychoanalytically 
Edgar Alien Poe's short detective story, "The 
Purloined Letter." The classic interpretation of 
this story by Marie Bonaparte has been followed 
by numerous contemporary approaches such as 
those of J. Lacan, J. Derrida, S. Felman, N. Hol- 
land, J. Gallop, etc. These will be examined and 
discussed in turn. 
Not offered 1993-94 

William J. Richardson, S.J. 

PL 71 9 Aquinas on Law and Virtue (S: 3) 

Ethics has become once again a central concern 
for the understanding of human life. Before "Af- 
ter Virtue" there was Virtue. For "Legitimation 
Theory" there has to be Law. This course will 
study Aquinas' systematic approach to ethics in 
the framework of the Summa Theologitie. After a 
discussion of the structure of the Summa, it will 
focus on the concepts of Virtue and Law in Part 
II. 1 and on the Particular Virtues as elaborated 
in Part II. 2. Oliva Blanchette 



Graduate Arts and Sciences • Philosophy • 8 5 



PL 720 Plato's Theory of Knowledge (S: 3) 

Central works in understanding Plato's 
theory of knowledge are the Theaetetus 
and the Sophist. In the one, he gives a 
theory of perception that excludes explicit 
reference to the Forms and in the other a descrip- 
tion of the Forms independent of their relation 
to sensible objects. This presents the 
reader with the problem of discerning 
whether these two complementary dia- 
logues are part of a unified theory, how they 
relate to other Platonic dialogues and the 
purpose behind Plato's unusual philosophi- 
cal method. Gary M. Guttler, S.J. 

PL 721 Philosophy and Tragedy: Hegel to 
Nietzsche 

The general topic of the course is philosophy and 
literature. The course intends to be a close tex- 
tual analysis as well as a critical appraisal of two 
typical and opposite approaches to Greek tragedy; 
namely, a Hegelian one based on the principle 
that tragedy already anticipates metaphysics; and 
a Nietzschean one based on the principle that 
metaphysics is blind towards the naming of trag- 
edy. Not offered 1993-94 

Jacques M. Taniiniaux 

PL 728 Michel Foucault 

This course will study the works of Michel Fou- 
cault. We will examine his philosophical analysis 
of several modern forms of knowledge (psychol- 
ogy, medicine, penology, sexology) and the rela- 
tionship of these human sciences to models of 
rationality and modes of political action. Not of- 
fered 1993-94 

James M '. Beniauer, S.J. 

PL 731 Hume: A Phenomenological Perspective 

The traditional interpretation that David Hume's 
system ended in empirical skepticism has recently 
been questioned. There has emerged another in- 
terpretation according to which Hume's philoso- 
phy really represents a subtle form of naturalism. 
In this ongoing discussion, the quite different in- 
terpretation given by Edmund Husserl, the 
founder of Phenomenology, has been ignored. 
This course will examine the main points of 
Hume's system of knowledge from Husserl's phe- 
nomenological perspective. 
Not offered 1 993-94 Richard T. Murphy 

PL 732 Greek Philosophy and Hermeneutics 

In this graduate seminar we will read Book 
3 of Aristotle's Rhetoric, along with his 
Poetics, both of which deal with two related 
arts of making (poiesis) through speech. By 
reading these texts, we shall encounter 
some of the central hermeneutical problems 
discussed by Heidegger and Gadamer. This 
course presupposes some acquaintance 
with the first two books of Aristotle's Rhetoric and 
some interest in Greek tragedy and comedy. 
Not offered 1 993-94 John J. Cleary 

PL 733 Ethics: Universalist vs. Communitarian 

An examination of the current debate between the 
universalist tradition in ethics as represented by 
Habermas, Apel, and Rawls vs. the 
communitarian tradition in ethics as represented 
by Williams, Sandel, Walzer, Maclntyre, and oth- 
ers. Not offered 1 993-94 

David M. Rasmussen 



PL 734 Hannah Arendt: Destruction of 
Metaphysics (S: 3) 

This course will discuss the theme of the destruc- 
tion of metaphysics in Arendt's The Life of the 
Mind. Jacques M. Taniiniaux 

PL 738 Validity, Discourse and Truth (S: 3) 

This seminar course will consider two recent 
books by Habermas, Moral Consciousness 
and Communicative Action and Facticity 
and Validity. The former contains basic ar- 
guments for a discourse ethics while the 
latter presents a discourse theory of law. 
The course will present a reading of these 
two books with a special focus on past 
developments in Critical Theory and con- 
temporary developments in ethics and law. 

David M. Rasmussen 

PL 748 Discovery of Social Philosophy in Young 

Hegel can be viewed as the father of modern so- 
cial philosophy in his early criticism of both em- 
piricism and formalism in the treatment of natu- 
ral law as exemplified in British contractarian 
theory and Kantian formalism. In this he can also 
be viewed as the first post-modern. This seminar 
will study how he came to his social philosophy, 
which finds its final expression in the Philosophy 
of Right, in the so-called Essay on Natural Law of 
1 802 , the System of Ethical Life of 1 802 -03 , and the 
Phenomenology of Spirit of 1805-07. Not offered 
1 993-94 Olwa Blanchette 

PL 749 Plotinus and Augustine 

The course will compare the thought of 
Plotinus and Augustine whose texts mark 
the transition from ancient to medieval 
philosophy, from paganism to Christianity. 
We will read portions of Plotinus' Enneads, 
with particular emphasis on the themes of 
hierarchy, participation, embodiment, tem- 
porality, dialectic and narrative, beauty, and con- 
templation. We will then analyze passages in 
Augustine where Plotinian language figures 
prominently. Finally, we will consider Augustine's 
transformation in the Confessions of the previously 
mentioned Plotinian motifs. 
Not offered 1 993-94 Thomas S. Hibbs 

PL 751 Medieval Philosophy I: Augustine to 
Anselm 

A detailed examination of the classical po- 
sitions taken on faith and reason, knowl- 
edge, God and man. 
Not offered 1993-94. Norman J. Wells 

PL 752 Medieval Philosophy II: Bonaventure to 
Ockham 

Continuation of the previous semester, PL 751. 
Not offered 1993-94 Norman J. Wells 

PL 754 Problems in Cartesian Studies (S: 3) 

A seminar course devoted to a detailed examina- 
tion of the objections to the Meditations and 
Descartes responses thereto. 

Norman J. Wells 

PL 758 The Early Works of Levinas (F: 3) 

A study of the ethical philosophy of Emmanuel 
Levinas with emphasis on his critique of 
Heidegger. Jacques M. Taniiniaux 



PL 761 Hegel's Phenomenology of Spirit (F: 3) 

A textual analysis, with special attention to 
method, structure, and the social dimen- 
sions of spirit. Oliva Blanchette 

PL 762 Soren Kierkegaard (S: 3) 

This course will deal primarily with the early 
pseudonymous writings of Soren 

Kierkegaard. The following topics will be 
emphasized: 1) the function of irony and 
indirect communication in the pseudony- 
mous works, 2) the significance of the 
stages of existence, and 3) the nature of 
the relationship which Kierkegaard posits 
between language, self-understanding, and 
human autonomy. 

Vanessa P. Rumble 

PL 768-769 Insight (F: 3-S: 3) 

A two-semester course exploring the basic 
themes and method of Lonergan's Insight, 
through a close textual reading. 

Patrick H. Byrne 

PL 772 Heidegger: The Principle of Reason 

A close reading of Heidegger's recently 
translated lecture course, "The Principle of 
Reason (1956)," comparing it with his ear- 
lier essay, "On the Essence of Ground 
(1929)", and other cognate texts. 
Not offered 1993-94 

William J. Richardson, S.J. 

PL 775 Between Presumption and Despair: 
Studies in Thomistic Psychology 

A study of basic themes in Aquinas' philosophi- 
cal psychology. Topics to be considered are fol- 
lowing the relationship between logic and psy- 
chology: sensation and abstraction; the unity of 
soul and body; the soul's knowledge of itself; the 
immateriality of the soul. Texts will be taken from 
Aquinas' commentaries on Aristotle's Physics and 
DeAnima, and from the Summa Contra Gentiles. 
Not offered 1 993-94 Thomas S. Hibbs 

PL 776 Debates in Hermeneutic Imagination 
(S:3) 

This course explores how the concept of 
hermeneutic imagination evolves from the 
work of Heidegger and Gadamer to the re- 
cent work of Paul Ricoeur (Self as Another, 
Time and Narrative, From Text to Action). 
It also discusses the critiques of 
hermeneutic imagination by Derrida and 
Lyotard, particularly as it relates to the dia- 
lectic between ethics and poetics. 

Richard M. Kearney 

PL 777 Descartes and the Cartesian Tradition 

(F:3) 

A close analysis of the classical Cartesian positions 
on the self, God and the world as they are dis- 
cussed in the Meditations. 

Norman J. Wells 

PL 780 The Perfection of the Universe 
According to Aquinas 

A study of St. Thomas' dynamic concept of per- 
fection and of the way he applies it to the universe 
in his philosophy of nature and of man as well as 
in his theology. Not offered 1993-94 

Oliva Blanchette 



86 • Graduate Arts and Sciences • Philosophy 



PL 796 Seminar: Hegel's Logic 

A textual analysis of the first part of Hegel's Sys- 
tem, starting from the Logic of Being and mov- 
ing into the Logic of Essence, with special atten- 
tion given to the method of Hegel's thought. 
Open only to graduate students. 
Not offered 1993-94 Oliva Blanch ette 

PL 797 Seminar: Hegel's Logic II 

Textual analysis of the Logic of Concept as 
the culmination of Hegel's Logic leading into 
the Philosophy of Nature. 
Not offered 1 993-94 Oliva Blanchette 

PL 799 Readings and Research (F: 3-S: 3) 

By arrangement The Department 

PL 801 Thesis Seminar (F: 3-S: 3) 

By arrangement The Department 

PL 802 Thesis Direction (F: 0-S: 0) 

A non-credit course for those who have 
received six credits for Thesis Seminar but 
who have not finished their thesis. This 
course must be registered for and the con- 
tinuation fee paid each semester until the 
thesis is completed. By arrangement. 

The Department 

PL 805 The World of the Presocratics (F: 3) 

This graduate seminar will attempt to explore the 
philosophical world of the Presocratic thinkers 
from Thales to Anaxagoras. We will begin with a 
brief survey of the leading Ionian thinkers, includ- 
ing Pythagoras, and then consider Heraclitus as 
the discoverer of the soul who reacted against this 
kind of cosmology. The core of the seminar will 
consist of a detailed examination of the long poem 
of Parmenides, together with a consideration of 
the famous paradoxes of Zeno as a codicil to the 
Parmenidean world-view. Subsequent thinkers, 
like Empedocles and Democritus, will be inter- 
preted as trying to answer the Parmenidean chal- 
lenge but in their different ways. 

John J. Cleary 

PL 806 Kant's Third Critique 

A close, textual examination of Kant's Third Cri- 
tique and its subsequent influence in the history 
of art criticism. 
Not offered 1993-94 

Jacques M. Taminiaux 

PL 807 Kant's Transcendental Idealism 

Kant developed the notion of a transcendental 
subjectivity in which could be grounded the ob- 
jective validity of the sciences and experience it- 
self. He attempted to construct no less than an a 
priori metaphysics of experience. We shall follow 
Kant textually in this endeavor. 
Not offered 1 993-94 Richard T. Murphy 

PL 81 1 Dynamic Economy and Human Good (F: 

3) 

After completing his work on method in theol- 
ogy, the late Bernard Lonergan, S.J., turned his 
attention to the ethical problems posed by the 
modern styles of economics. In particular, he was 
concerned with the problems posed by the 
transition from relatively stable traditional econo- 
mies to dynamic economics characterized by on- 
going innovation, capital formation and cycles of 
prosperity followed by recession. 

This course will draw upon Lonergan's late 
writings on these topics. In particular the eco- 



nomic problems will be related to Lonergan's 
more comprehensive framework of human history 
as a developing human good. 

Patrick H. Byrne 

PL 818 Heidegger on Art 

A textual and contextual analysis of Heidegger's 
essay on "The Origin of the Work of Art." Not 
offered 1993-94 

Jacques M. Taminiaux 

PL 819 Kant and Hegel on Art 

Textual examination of Kant's Third Critique and 
its influence on Hegel's Philosophy of Art. Not 
offered 1993-94 

Jacques M. Taminiaux 

PL 820 Reason and Faith in Hegel, 
Kierkegaard, Blondel 

Starting from an examination of how infin- 
ity presents itself in each of these authors, 
the seminar will study how each proceeds 
in philosophy of religion and in the question 
of the relation between reason and faith. 
Not offered 1 993-94 Oliva Blanchette 

PL 824 Arendt and Heidegger 

A close study of The Human Condition and 
The Life of the Mind with emphasis on 
Arendt's critique on Heidegger. 
Not offered 1993-94 

Jacques M. Taminiaux 

PL 828 Deconstruction and Critical Theory: 
Habermas/Derrida 

This course will evaluate the similarities and 
differences between critical theory and 
deconstruction by comparing the work of 
Jurgen Habermas and Jacques Derrida. Empha- 
sis will be placed on their respective orientations 
to modern philosophy. 
Not offered 1 993-94 David M. Rasmussen 

PL 830 Transcendental Logic: Kant and Husserl 

(S:3) 

Transcendental logic is an a priori science 
that establishes the necessary laws which 
govern how and under what limitations 
objects can be given in and known through 
experience. This course will examine the 
quite different attempts by Kant and 
Husserl to found such a logic upon the tran- 
scendental ego. That either Kant or Husserl suc- 
ceeded in establishing the ego as absolute foun- 
dation will be questioned. 

Richard T. Murphy 

PL 831 Heidegger and Aristotle 

Based upon unpublished lectures given in 
Marburg before Being and Time, this course 
aims at showing how a peculiar interpretation and 
appropriation of The Nicomachean Ethics provides 
the foundational structure of Heidegger's funda- 
mental ontology. 
Not offered 1993-94 

Jacques M. Taminiaux 

PL 834 Lonergan's Economics 

This course will concentrate on the study of 
Lonergan's economics manuscript on circulation 
analysis and situate the good of order as economic 
within the overall framework of the human good. 
Not offered 1993-94 Patrick H. Byrne 

Frederick G. Lawrence 



PL 841 The Structure of Finite Being 

A detailed analysis of the famous controversy on 
essence and existence and the problem of their 
distinction. The role of Suarez as an historian and 
critic of the "real distinction" will be examined. 
Not offered 1 993-94 Norman J. Wells 

PL 855 Seminar: Heidegger I (F: 3) 

A close textual analysis of Being and Time, 
focusing on Heidegger's epochal insights on 
man, world, time and being. 

Thomas J. Owens 

PL 856 Seminar: Heidegger II (S: 3) 

This is a continuation of the fall semester course 
(PL 855) and open only to students who have 
participated in that course. 

Thomas J. Owens 

PL 868 Kant's Ethics (F: 3) 

Requirements: solid knowledge of Kant, Critique of 
Pure Reason 

An examination of Kant's ethical system 
with a focus on the capacity to deal with 
radical evil. 

William J. Richardson, S.J. 

PL 900 Husserl's Logical Investigations (F: 3) 

A critical examination of the principal themes 
from Edmund Husserl's greatest work: his cri- 
tique of psychologism and of British empiricism, 
his theory of meaning and reference, his account 
of the relationship between judgment and truth, 
and his revitalization of Aristode's theories of sub- 
stance and essence. An effort will be made to re- 
late Husserl to Frege, Wittgenstein, and the con- 
temporary analytic tradition. 

Richard Cobb-Stevens 



Graduate Arts and Sciences • Physics • 8 7 



H 



Y 



FACULTY 

Frederick E. White, Professor Emeritus; A.B., 
Boston University; B.S., Ph.D., Brown Univer- 
sity 

Solomon L. Schwebel, Associate Professor Emeri- 
tus; B.S., City College of New York; M.S., Ph.D., 
New York University- 
Francis A. Liuima, S.J., Assistant Professor Emeri- 
tus; M.S., Boston College; Ph.D., St. Louis Uni- 
versity 

Robert L. Carovillano, Professor; A.B., Rutgers 
University; Ph.D., Indiana University 

Joseph H. Chen, Professor; B.S., Saint Procopius 
College; Ph.D., University of Notre Dame 

Baldassare Di Bartolo, Professor; Dott. Ing., 
University of Palermo; Ph.D., Massachusetts In- 
stitute of Technology 

George J. Goldsmith, Professor; B.S., University 
of Vermont; M.S., Ph.D., Purdue University 

David A. Broido, Associate Professor; B.S., Univer- 
sity of California, Santa Barbara; Ph.D., 
University of California, San Diego 

Krzysztof Kempa, Associate Profes- 
sor; M.S., Technical University of Wroclaw; 
Ph.D., University of Wroclaw 

Rein A. Uritam, Associate Professor, 
Chairperson of the Department; A.B., 
Concordia College; A.B., Oxford University; 
A.M., Ph.D., Princeton University 

Michael J. Graf, Assistant Professor; 
B.S., Rensselaer Polytechnic Institute; Sc.M., 
Ph.D., Brown University 

Pradip M. Bakshi, Research Professor; 
B.S., University of Bombay; A.M., Ph.D., 
Harvard University 

Gabor Kalman, Research Professor; D.Sc, 
Israel Institute of Technology 

PROGRAM DESCRIPTION 

The Department offers comprehensive pro- 
grams of study and research leading to the 
degrees of Master of Science (M.S.), Mas- 
ter of Science in Teaching (M.S.T.), and 
Doctor of Philosophy (Ph.D.) Courses em- 
phasize the basic principles of physics and 
prepare students to choose a major field of 
concentration according to their interests 
and abilities. Students intending to under- 
take experimental research are expected to 
develop, primarily on their own initiative, 
the special technical skills required of an 
experimentalist. Students intending to un- 
dertake theoretical research need not de- 
velop laboratory skills but are expected to 
demonstrate by outstanding achievements 
in course work their special aptitude for 
analysis. 



Master's Program 

Each candidate for a Master's degree must 
pass a qualifying examination (Master's 
Comprehensive) administered by the De- 
partment and meet specified course and 
credit requirements. The qualifying exami- 
nation shall be prepared by a committee of 
at least three faculty members appointed 
by the Chairperson and usually shall be ad- 
ministered each September. This commit- 
tee shall evaluate the qualifying examina- 
tions in conjunction with the graduate fac- 
ulty. Generally no more than three (3) cred- 
its of PH 799 Readings and Research may 
be applied to any Master's program. The 
M.S. degree is available with or without a 
thesis, and the M.S.T. requires a paper but 
no thesis. 

M.S. With Thesis 

This program requires thirty (30) credits 
that normally consist of twenty-seven (27) 
credits of course work plus three (3) the- 
sis credits (PH 801). Required courses in- 
clude PH 711, PH 721, PH 732, PH 741 and 
PH 707-708. The qualifying examination is 
essentially based on the contents of the 
first four required courses and is usually 
taken at the first opportunity following the 
completion of these courses. The M.S. the- 
sis research is performed under the direc- 
tion of a full-time member of the graduate 
faculty, professional or research staff. A 
submitted thesis shall have at least two 
faculty readers, including the director, as- 
signed by the Chairperson. The thesis is ac- 
cepted after the successful completion of 
a public, oral examination conducted by the 
readers. 

M.S. Without Thesis 

This program requires thirty-six (36) cred- 
its of course work. The same course and 
qualifying examination requirements for the 
M.S. with thesis apply here except that in 
addition the courses PH 722, PH 733, and 
PH 742 are required. 

M.S.T. Degree 

This program requires at least fifteen (15) 
credits from graduate or upper divisional 
undergraduate courses in physics. These 
credits will most often include two of the 
following courses: PH 711, PH 721, PH 732, 
PH 741. The M.S.T. qualifying examination 
in physics will be based upon the student's 
actual course program. A research paper 
supervised by a full-time member of the 
graduate faculty is required. The student 
must also satisfy requirements of the De- 
partment of Education, whose listings 
should be consulted for information. 

Doctoral Program 

A student generally enters the doctoral program 
upon faculty recommendation after passing the 
M.S. qualifying examination. Students entering 



Boston College with previous graduate ex- 
perience may be exempted from the quali- 
fying examination by recommendation of 
the Graduate Affairs Committee with ap- 
proval by the Chairperson. Unless a waiver 
is granted, a student wishing to enter the 
doctoral program must pass the qualifying 
examination. 

Upon entering the doctoral program, each 
student shall select a field of specialization and 
establish a working relationship with a member 
of the faculty. With the approval of a faculty 
member, who normally shall be the principal ad- 
visor, the student shall inform the Chairperson of 
this major field selection and the Chairperson 
shall appoint, with the approval of the Depart- 
ment, a faculty Doctoral Committee consisting of 
at least two full-time faculty members to 
advise and direct the student through the 
remainder of his or her graduate studies. 

Requirements 

Required courses for the doctorate are PH 
722, PH 733, PH 742; and four additional 
courses in distinct areas chosen from the 
graduate electives of the Department, or 
from other graduate departments with the 
approval of the Chairperson. PH 761 and PH 
771 are very strongly recommended as two 
of these four courses. 

Some teaching or equivalent educational 
experience is required. This requirement 
may be satisfied by at least one year of 
service as a teaching assistant or by suit- 
able teaching duties. Arrangements are 
made with each student for a teaching pro- 
gram best suited to his or her overall pro- 
gram of studies. 

Comprehensive Examination 

Within two years of entering the doctoral 
program, each student must take the Com- 
prehensive Examination, usually offered 
each September. This examination, in prin- 
ciple, covers all of physics that a doctoral 
student can be expected to know at the 
end of two years of formal course work in 
the doctoral curriculum; however, it will 
stress classical mechanics, electromagne- 
tism, quantum mechanics, and statistical 
physics. The examination has both a writ- 
ten and an oral part. The examination is 
prepared and administered by a faculty 
committee, appointed by the Chairperson, 
and the examination is evaluated by this 
committee, with approval of the entire 
graduate faculty of the Department. 

Research Area Examination 

Within three months of passing the Comprehen- 
sive Examination, a student must take the Re- 
search Area Examination. This examination is 
prepared and administered by the student's 
Doctoral Committee, and covers topics 
agreed to by the student and his Doctoral 
Committee as appropriate to prepare the 
student for research work in his/her area 
of interest. The examination is evaluated by 
the Doctoral Committee, with approval of 
the entire graduate faculty of the Depart- 
ment. A student may attempt the exami- 



8 8* Gradiate Arts and Sciences "Physics 



nation twice under the direction of the 
same Doctoral Committee. 

A student who has passed the Comprehensive 
Examination and the Research Area Examination, 
in addition to the course requirements, 
becomes a doctoral candidate. 

Thesis 

In consultation with the Doctoral Commit- 
tee each student must submit the com- 
pleted Outline of Thesis form to the Chair- 
person. An open meeting shall be scheduled 
at which the student shall discuss the the- 
sis proposal. The Doctoral Committee, with the 
approval of the Chairperson, shall decide upon 
accepting the proposal. 

The Chairperson shall recommend to the 
Dean the appointment of a Doctoral The- 
sis Committee consisting of at least three 
Department members (including the 
student's Doctoral Committee) and an ex- 
ternal examiner, where feasible, to read and 
evaluate the completed thesis and to con- 
duct an open meeting at which the thesis 
is defended in an oral examination. The the- 
sis is accepted when endorsed on the offi- 
cial title page by the Doctoral Thesis Com- 
mittee after the oral examination. 

GENERAL INFORMATION 

Waivers of Departmental requirements, if 
not in violation of graduate school require- 
ments, may be granted by recommendation 
of the Graduate Affairs Committee with 
approval of the Chairperson. 

A variety of theoretical studies are con- 
ducted within the Department in areas such 
as space physics, plasma physics, and as- 
trophysics, atmospheric physics, elemen- 
tary particles, and current algebras, solid 
state and mathematical physics. 

Experimental programs are mainly in 
solid state and space physics. Research in 
solid state physics includes the following: super- 
conductivity, heavy fermion systems, low-tem- 
perature physics, strong magnetic fields, 
crystal field studies using spin resonance, 
spectroscopic and Mossbauer techniques; 
absorption and fluorescence spectroscopy 
of solids; energetic radiation effects on the 
dielectric and optical properties of ionic 
crystals; electroreflectance in semi-conduc- 
tors; transport properties of alloys; optical 
and electrical properties of plasmas in sol- 
ids. Research is conducted in the field of gas 
kinetics by means of flash photolysis tech- 
niques. Space research includes a variety of 
experimental projects and related data 
analysis efforts. These include auroral and 
airglow physics; space charge effects in 
satellite environments; electric current and 
field configurations at high latitudes; and ra- 
dar studies of the upper atmosphere and 
ionosphere. 

Boston College is a participating institu- 
tion for available government fellowships 
and grants. The Department also offers 
scholarship and teaching assistantship aid 
to qualified students. Student research 
assistantships are often available to ad- 



vanced students in space physics, atmospheric 
physics, and solid state physics during the sum- 
mer as well as the academic year. 

A diagnostic examination is administered to all 
entering students to assist in preparing course 
schedules and detecting deficiencies that should 
be remedied. 

Foreign students are required and other ap- 
plicants are encouraged to take the GRE Aptitude 
Test and Advanced Test and to have the scores 
submitted as part of their application. 

COURSE OFFERINGS 

With approval, courses numbered in the 
600s may be elected by graduate students 
for credit. 

Graduate Courses 

PH 700 Physics Colloquium (F, S: no credit) 

A weekly discussion of current topics in 
physics. No academic credit; no fee. 

PH 707-708 Physics Graduate Seminar 1,11 

Discussion of topics in physics from the 
current literature. 

Rein A. Uritam 
Michael Graf 

PH 71 1 Classical Mechanics (F: 4) 

Lagrange's and Hamilton's equations; prin- 
ciple of Least Action; invariance principles; 
rigid body motion; canonical transforma- 
tions; Hamilton-Jacobi theory; special 
theory of relativity; small oscillations; con- 
tinuous media. 

Pradip M. Bakshi 

PH 721 Statistical Physics I (S: 3) 

The classical laws and concepts of thermo- 
dynamics with selected applications; kinetic 
and statistical basis of thermodynamics; H- 
Theorem; the Boltzmann transport equa- 
tion; transport phenomena. 

Gabor Kalman 

PH 722 Statistical Physics II 

Fundamental principles of classical and 
quantum statistics; kinetic theory; statis- 
tical basis of thermodynamics; selected 
applications. Offered 1994-95 

PH 732 Electromagnetic Theory I (F: 4) 

Physical bases for Maxwell's equations; 
electrostatics and magnetostatics; multi- 
pole moments; energy and momentum con- 
servation for the electromagnetic field; 
wave phenomena; point charge motion in 
external fields. 

Baldassare DiBartolo 

PH 733 Electromagnetic Theory II (S: 4) 

Radiation theory; gauge choices and trans- 
formations; Lienard-Wiechert potentials; 
dispersion and scattering theory; special theory of 
relativity; covariant electrodynamics; spin and 
angular momentum of the electromagnetic field; 
selected applications. Robert L. Carovillano 

PH 735-736 Techniques of Experimental 
Physics I, II (F: 3-5: 3) 

A laboratory course in contemporary techniques 
of experimental physics and materials science. 
Experimental studies will be conducted in the 
optical, transport, and electrical properties of 



semiconductors, fluors, insulators and metals. 
Coherent and incoherent light sources; photo- 
emissive, photoconductive, and photovoltaic 
transducers; analog-to-digital and digital-to-ana- 
log converters; microcomputer interfaces; elec- 
trometers; lock-in detectors; spectrometers; cry- 
ostats; and laboratory magnets represent the kinds 
of apparatus which will be involved. The course 
will meet for six hours per week of laboratory 
work and one hour of lecture. 

George Goldsmith 

PH 741 Quantum Mechanics I (F: 4) 

Fundamental concepts; bound states and scatter- 
ing theory; the Coulomb field; perturbation 
theory; angular momentum and spin; symmetry 
and the Pauli principle. 

Gabor Kalman 

PH 742 Quantum Mechanics II (S: 4) 

Interaction of radiation with matter; selec- 
tion rules; second quantization; Dirac theory 
of the electron; scattering theory. 

Pradip M. Bakshi 

PH 761 Solid State Physics I (F: 3) 

Crystal structure and bonding, diffraction 
and the reciprocal lattice, thermal proper- 
ties and lattice vibrations, the free-electron 
model, energy bands in solids, semiconduc- 
tor theory and devices. 

Krzysztof Kempa 

PH 771 Plasma and Space Physics (F: 3) 

This course examines comprehensively the 
plasma state of matter, with an emphasis 
on space and astrophysical conditions. Top- 
ics include basic plasma concepts (Debye 
length, plasma oscillations, etc.), kinetic 
theory as it applies to the plasma state 
(plasma kinetics), and magnetofluid dynam- 
ics. Selected applications from magneto- 
spheric, astro, space, or ionospheric phys- 
ics are chosen to illustrate the four main 
topics of the course: plasma transport phe- 
nomena, thermal and radiative processes in 
plasmas, plasma waves and instabilities, and 
electromagnetic waves in plasmas. 

Gabor Kalman 

PH 799 Readings and Research in Physics (F, S: 
credits by arrangement) 

By arrangement. The Department 

PH 801 Physics Thesis Research (F: 3-S: 3) 

A research problem of an original and inves- 
tigative nature. By arrangement. 

The Department 

PH 802 Physics Thesis Direction (F: 0-S: 0) 

A non-credit course for those who have 
received six credits for Thesis Research but 
who have not finished their thesis. This course 
must be registered for and the continuation fee 
paid each semester until the thesis is completed. 
By arrangement. The Department 

PH 835 Mathematical Physics (S:3) 
Matrix algebra, linear vector spaces, or- 
thogonal functions and expansions, bound- 
ary value problems, introduction to Green's 
functions. 

Pradip M. Bakshi 



Graduate Arts and Sciences •Political Science • 8 9 



PH 847 Solid State Physics II 

Dielectric and optical properties of solids, ferro- 
electrics, magnetic properties, superconductivity, 
topics in metallurgy and defects in solids. Not of- 
fered 1993-94 

PH901 Seminar: Space Physics 

A selection of current research topics in 
space physics, such as: the solar wind, force 
free magnetic fields, wave-particle interaction, 
convection processes, reconnection. Not offered 
1993-94 

PH 902 Seminar: Solid State Physics 

A study of advanced topics in the theory 
of solid state. Not offered 1993-94 

PH 905 Seminar: Spectroscopy (F:3) 

Study of the fundamental principles of various 
spectroscopic techniques (NMR, EPR, absorp- 
tion, luminescence, photoacoustics). 

Baldassare Di Bartolo 

PH 907 Seminar: Plasma Physics 

Plasma kinetic theory. Plasma response functions. 
Wave-particle interactions. Nonlinear effects. 
Turbulence. Radiation processes. Not offered 
1993-94 

PH 908 Seminar: Dense Plasmas 

Statistical mechanics of dense plasmas. Equation 
of state. Response functions and transport coef- 
ficients. Bound states and ionization equilibria. 
Metallic plasmas. Not offered 1993-94 

PH 910 Seminar: Topics in Physics 

A seminar course on topics in theoretical or ex- 
perimental physics given in accordance with cur- 
rent research interests or needs of the students and 
faculty of the department. Not offered 1993-94 

PH 923 Seminar: Low Temperature Physics 

Various physical phenomena which are as- 
sociated with low temperatures, such as 
superfluidity, quantum solids, and super- 
conductivity, will be discussed, along with 
measurement techniques and the produc- 
tion of low temperatures. 
Not offered 1993-94 

PH 934 Electromagnetic Theory III 

A continuation and extension of classical electro- 
magnetism to the quantum theory of light. Top- 
ics include Planck's theory of radiation, Einstein's 
A and B coefficients, Kramers-Kronig relations, 



statistical and coherence properties of light, quan- 
tization of the radiation field, the optics of pho- 
tons, theory of the laser. 
Not offered 1993-94 

PH 950 Group Theory (F:3) 

Basic concepts; point symmetry groups; selected 
applications in quantum and elementary particle 
theory. Pradip Bakshi 

PH 970 Quantum Mechanics III 

Formal theory of scattering of Dirac particles; 
quantum electrodynamics; S-matrix theory, gen- 
eralized symmetry principles and conservation 
laws. Offered 1994-95 

PH 975 Many Body Physics 

An introduction to the methods and basic 
physical processes in many body physics. 
Emphasis is on the comparison of various 
physical systems and on modern approxi- 
mation methods. Noninter-acting and inter- 
acting Fermi and Bose systems; electron 
gas, nuclear matter, etc.; superconducting 
Fermi systems; response functions; many 
body Green function methods. Not offered 
1993-94 

PH 980 Elementary Particle Physics (S: 3) 

Properties and systematics of elementary 
particles; scattering, decays, resonances. 
Symmetry principles, classification schemes; 
theory of strong, weak and electromagnetic inter- 
actions, field theory and recent developments. 

Rein A. Uritam 

PH 992 Advanced Topics in Mathematical 
Physics 

Emphasis will be on systematic develop- 
ment of mathematical techniques, with 
wide-ranging applications to important physical 
problems serving to illustrate the underlying es- 
sential common features. Particular topics to be 
covered will depend on the interests of the audi- 
ence. Not offered 1993-94 

PH 999 Doctoral Continuation 

All students who have been admitted to 
candidacy for the Ph.D. degree are required 
to register and pay the fee for doctoral 
continuation during each semester of their 
candidacy. 



Political Science 



FACULTY 

Peter S. H. Tang, Professor Emeritus; A.B., Na- 
tional Chengchih University; A.M., Ph.D., Co- 
lumbia University 

Christopher J. Bruell, Professor; A.B., Cornell 
University; A.M., Ph.D., University of Chicago 

Robert K. Faulkner, Professor; A.B., Dartmouth 
College; A.B., Oxford University; A.M., Ph.D., 
University of Chicago 

Donald L. Hafher, Professor; A.B., Kalamazoo 
College; Ph.D., University of Chicago 



Marc K. Landy, Professor; A.B., Oberlin 
College; Ph.D., Harvard University 

David Lowenthal, Professor; A.B., Brook- 
lyn College; B.S., New York University; A.M., 
Ph.D., New School for Social Research 

Marvin C. Rintala, Professor; A.B., University of 
Chicago; A.M., Ph.D., Fletcher School of Law 
and Diplomacy 

Kay L. Schlozman, Professor; A.B., Wellesley 
College; A.M., Ph.D., University of Chicago 



William Schneider, O'Neill Professor B.A., 
Brandeis College; Ph.D., Harvard University 

Robert Scigliano, Professor; A.B., A.M., Univer- 
sity of California at Los Angeles; Ph.D., Univer- 
sity of Chicago 

Donald S. Carlisle, Associate Professor; A. B . , B rown 
University; Ph.D., Harvard University 

David A. Deese, Associate Professor; B.A., 
Dartmouth College; M.A., M.A.L.D., Ph.D., 
Fletcher School of Law and Diplomacy 

Dennis Hale, Associate Professor, Chairperson of the 
Department; A.B., Oberlin College; Ph.D., City 
University 

David R. Manwaring, Associate Professor; A.B., 
A.M., University of Michigan; Ph.D., University 
of Wisconsin 

Robert S. Ross, Associate Professor; 
B.A., Tufts University; M.A., Ph.D., Colum- 
bia University 

Susan M. Shell, Associate Professor; 
B.A., Cornell University; Ph.D., Harvard Uni- 
versity 

John T. Tierney, Associate Professor; 
A.B., Johns Hopkins University; Ph.D., 
Harvard University 

Kenji Hayao, Assistant Professor; A.B., 
Dartmouth College; Ph.D., University of 
Michigan, Ann Arbor 

Duane Oldfield, Assistant Professor; 
B.A., Reed College; M.A., Ph.D., University 
of California 



PROGRAM DESCRIPTION 

The Department offers advanced study in 
American politics, comparative politics, in- 
ternational relations, and political philoso- 
phy. It displays a distinctive blend of philo- 
sophical and practical concerns within a tra- 
dition of friendly debate and scholarly ex- 
change. Seminars and courses are supple- 
mented by individual readings and informal 
gatherings. Both the Master's and Doctoral 
programs are flexible as to fields and courses, and 
they allow students to study in other departments 
and at other universities around Boston. 

Master of Arts Degree 

There are several variants in the Master's 
program, all requiring ten courses with at 
least one course taken in three of the 
Department's four fields. The passing of a 
comprehensive examination completes the 
program. 

• Regular M.A. program: Two courses 
(three, with permission) may be taken out- 
side the Department, and credit for two 
courses may be received for writing a the- 
sis. If a student chooses to write a thesis, 
the written part of the comprehensive ex- 
amination is waived. 

• Joint M.A. programs: Students take 
four courses in Classics, Economics, or Law. 
(Other programs may be added.) A mem- 



9 • Gradl ate Arts and Sciences 'Political Science 



ber of the outside department serves on 
the comprehensi%'e examination committee. 
• Other programs: The Department 
cooperates in the interdisciplinary program 
in American Studies, which also includes the 
departments of Economics, English, History, 
and Sociology, and in a Master of Arts in 
Teaching (M.A.T.) program with the School 
of Education. 

Several Master's programs are designed 
for persons interested in teaching, pursu- 
ing a doctorate, and entering government 
or other public service. M.A. students take 
the same courses as doctoral students, and 
they may apply for transfer to the Ph.D. 
program during or at the end of their M.A. 
study. 

Doctor of Philosophy Degree 

The program entails sixteen courses (three 
or four a semester), about half of which, 
taken in a single field, constitute a major, 
and about half of which, distributed over 
three fields, constitute minors. Study done 
in another department may be counted 
toward the major or may be substituted for 
one of the minors. Where appropriate, spe- 
cial fields of a student's devising may be 
offered in place of regular fields. Reading 
proficiency in one foreign language must be 
demonstrated. 

Comprehensive examinations are taken at the 
end of the course program, after which students 
undertake their dissertations. 

Admissions 

Ph.D. applications must be completed by 
February 15. M.A. applications are reviewed 
as they are completed. 

Financial Aid 

The Department has several renewable 
grants for entering doctoral students. They 
carry full tuition remission and a stipend, 
which is partly a fellowship and partly a 
research or teaching assistantship. It also 
has a Thomas P. O'Neill Fellowship for an 
entering doctoral student interested in 
American Politics, which is either renewable or 
may be replaced by a regular grant. 

Occasionally, the Department is able to 
offer some tuition aid to Master's students. 

COURSE OFFERINGS 

Graduate Seminars 

PO 702 Field Seminar (F: 3) 

This seminar is intended to provide gradu- 
ate students with a general intellectual 
survey of the field of American government 
and politics. In terms of the topics it cov- 
ers, it is not unlike an introductory Ameri- 
can government course, but its intellectual 
agenda is obviously different, focusing on 
prominent scholarly debates, lines of in- 
quiry, and perspectives. It is taught by all 
of the department's American government 
faculty; each of whom takes a two-week 
segment of the course for his or her spe- 
cialty. Among the topics considered are The 
Founding, the Judiciary, the Constitution 



and the Courts, current Constitutional issues, 
American political thought (20th century), Fed- 
eralism, Congress, the bureaucracy, the presi- 
dency, public policy, changing party alignments, 
organized interests, party organization and elec- 
tions and social movements. 

Kay L. Schlozman 

PO 709 American Judiciary (F: 3) 

An inquiry into the organization and pro- 
cesses of the judicial system of the United 
States, including prominent literature on 
the subject. 

Robert Scigliano 

PO 710 American Presidency (S: 3) 

An historical and analytic development of the of- 
fice and powers of the Chief Executive. 

Robert Scigliano 

PO 864 America in Vietnam (F: 3) 

This course surveys American involvement 
in Vietnam from 1945 through 1975, with 
an emphasis upon the war years and upon 
the "lessons" that Americans (Left, Right, 
Center; scholar, politician, military officer) 
have drawn from the war. 

Donald L. Hafiier 

PO 901 Political Economy I (F: 3) 

The semester begins with a comparison 
between modern economic reasoning and 
that of Aristotle. It then proceeds to a con- 
sideration of Locke, Smith, and Rousseau. 
This is followed by an examination of the 
economic ideas of Hamilton, Jefferson and 
Jackson. The semester ends with a consid- 
eration of Malthus. Susan Shell 

PO 902 Political Economy II (S: 3) 

The second semester begins with Marx. The 
rest of the semester is devoted to various 
American and continental responses to 
Marxism in particular and industrialism in 
general. Among the schools of thought and 
thinkers to be considered are Populism, 
Pragmatism, Progressivism, Polanyi, De 
Jouvenel, Schumpeter, Keynes and contemporary 
rational choice theory. Marc handy 

PO 912 Political Philosophy of Aristotle I (F: 3) 

The course will consider selected portions 
of Aristotle's Politics and Ethics. 

Christopher J. Bruell 

PO 916 Democracy in America (F: 3) 

A reading of both volumes of this classic 
study. 

David Lowenthal 

PO 926 Machiavelli's Prince and Plays (F:3) 

A study oiMandragola, Clizia, and The Prince. 

Robert K. Faulkner 

PO 928 Political Philosophy of Aristotle II (S:3) 

The course will consider portions of 
Aristotle's Politics and Ethics not taken up 
in PO 9 1 2 . Christopher Bruell 

PO 937 Rousseau's E mile (F: 3) 

A careful reading of Rousseau's Emile with 
special attention to such themes as the 
conflict between virtue and happiness and 
the proper ordering of the relations be- 
tween men and women. 

David Lowenthal 



Graduate-Undergraduate Seminars 

PO 358 Seminar: The American Voter (S: 3) 

Seminar on American electoral politics from 
the New Deal coalition to the Clinton coali- 
tion. Special attention in 1994 to the press 
and American politics. 

William Schneider 

PO 379 Seminar: Current Constitutional Issues 
II (F: 3) 

David R. Manwaring 
PO 461 Seminar: Power and Personality (S: 3) 

This seminar examines both the significance 
of personality in seeking, obtaining, exer- 
cising, and losing power and the significance 
of seeking, obtaining, exercising, and los- 
ing power for personality. Class discussion 
will focus first on certain analytical, includ- 
ing psychoanalytical, hypotheses about the 
relationship between power and personal- 
ity, then, on applying and testing these 
hypotheses in psychobiographies of par- 
ticular powerful persons such as Woodrow 
Wilson, Winston Churchill, and Adolf Hitler, 
and finally on student research projects. 

Marvin Rintala 

PO 553 Seminar: U.S.-Japan Relations (S: 3) 

The focus is on how the current crisis in 
U.S.-Japan relations and how it is handled 
is likely to affect people across the globe. 
This course analyzes the important fac- 
tors — historical, strategic, economic, and 
political — affecting the current relationship 
and then considers how the relationship can 
and should be handled in the future. 

Kenji Hayao 

PO 556 Seminar International Peace and War in 
the 1990s (S: 3) 

This seminar surveys some of the classic 
work on the relationship between politics 
and war, highlighting insights of continuing 
relevance in the twentieth century. The 
core units focus on the causes of conflict 
and paths to reducing the number and in- 
tensity of international wars. Selected case 
studies include World War I, Vietnam, the 
Middle East in 1967 and 1973, Afghanistan, 
1980-1989; Iran-Iraq, 1981-1988; and 
the Iraq-U.S./Coalition War of 1991. The 
conclusion addresses the creation of con- 
ditions and institutions for peace and con- 
flict management in the 1990s. 

David A. Deese 

PO 557 Sem: The Nature of Order in World Politics 

(F:3) 

First reviews the basic nature of war, the 
use of force, coercive diplomacy and power 
at the international level. It then focuses on 
the sources of order that underlie politics 
among nations. The final unit asks how the 
end of the Cold War and the new forces in 
international relations are likely to affect war, the 
use of force, and the nature of order in the 1990s. 
The seminar emphasizes classic work in the field, 
primary materials, and individual research 
projects. 

David A. Deese 



Graduate Arts and Sciences • Political Science 



• 9 1 



PO 563 Seminar: Chinese Foreign Policy (S: 3) 

This course is a comprehensive analysis of the 
People's Republic of China's foreign policy since 
1949. It focuses on the historical, international, 
and domestic sources of Chinese policy toward 
the super powers and toward its Asian neighbors. 
The course also covers the instruments of Chi- 
nese foreign policy, including use of force and 
economic diplomacy. Robert S. Ross 

PO 663 Seminar: Political Thought of Abraham 
Lincoln (S:3) 

A study of selected speeches. 

David Lowenthal 

PO 666 Seminar: Politics, Art and Literature: 
The Russian Experience (S: 3) 

Central attention in this seminar is directed to the 
role of the intellectual, especially the writer and 
artist, in Russian and Soviet history. The inter- 
action of culture and politics will be examined. 
The unfolding of the Russian political mind will 
be traced through Muscovy, the Tsarist, and the 
Soviet periods. Major focus in the course will be 
on the emergence and transformation of the Rus- 
sian intelligentsia as reflected in political thought, 
literature and the arts. 

Some of the individuals who will be dealt with 
are Rublov, Pushkin, Dostoevsky, Tolstoy, 
Gorky, Lenin, Trotsky, Zamiatin, Eisenstein, 
Pasternak, and Solzhenitsyn. 

Donald S. Carlisle 

Undergraduate Courses Open to 
Graduate Students 

American Politics 

PO 302 American National Government (S: 3) 

This is a survey of American national gov- 
ernment and politics. Among the topics 
treated are the following: the constitutional 
founding, Congress, the Presidency, the 
Supreme Court, politics parties and elections, 
Civil liberties and equality. 

Robert Scigliano 

PO 303 The Modern Presidency (F: 3) 

An investigation of the development of the 
Presidency in the twentieth century. Spe- 
cial attention will be given to the manner 
in which the activist presidents from 
Franklin Roosevelt to Ronald Reagan have 
attempted to reconcile the role of domes- 
tic steward with that of world leader. Note: 
Not open to students who have taken PO 
317. 

Marc Landy 

PO 31 1 Urban Politics (S: 3) 

This is a general survey of the political in- 
stitutions, decision-making processes, and 
public policies of urban areas. Among the 
topics treated are the economic and politi- 
cal development of the urban community, 
the nature of political cleavage and conflict 
in urban areas, the institutions and decision- 
making processes of urban governments, the pub- 
lic policies of the cities and an assessment of po- 
litical alternatives for the governing of urban ar- 
eas. Duane Oldfield 

PO 312 Women in Politics (F: 3) 

This course will examine various aspects of 
women's experiences in political, economic and 



social life in order to understand how citizens who 
share common experiences and interests gain 
awareness of those interests and become a politi- 
cally relevant force. Attention will be paid to the 
women's movement both as it emerged from the 
19th century and as it is developing today. 

Kay L. Schlozman 

PO 317 The American Presidency (F: 3) 

An examination of the American Presidency 
in the views and actions of major Presidents 
in electoral politics and in relations with 
Congress, the courts, and the executive 
bureaucracy. Special attention will be given 
to an analysis of styles of Presidential lead- 
ership. Not open to students who have 
taken PO 303. 

Robert Scigliano 

PO 319 National Security Policy (F: 3) 

An analysis of basic security policy issues 
facing the United States in the post-Cold 
War world, with a focus on such contem- 
porary issues as follows: the connection 
between military and economic security, 
the spread of sophisticated weaponry to 
more and more nations, the appropriate role 
of covert action and intelligence services, 
and the prospects of enhancing U.S. secu- 
rity through arms control and other coop- 
erative international efforts. (Fulfills depart- 
mental distributional requirement in either 
American or International Politics.) 

Donald L. Hafher 

PO 320 Social Movements and American 
Politics (F: 3) 

Social movements have played a critical role in 
American politics, bringing previously unheard 
constituencies and demands to the fore, upsetting 
pre-existing political arrangements, and reshap- 
ing the political landscape. This course will com- 
bine examination of particular social movements 
(including the Civil Rights movement, the Chris- 
tian Right, and the Gay and Lesbian Rights move- 
ment) with more general theoretical analysis. 

Duane Oldfield 

PO 321 American Constitutional Law (F: 3) 

The evolution of the American Constitution 
through Supreme Court decisions is stud- 
ied, with emphasis on the nature and limits 
of judicial power and the Court's special role 
as protector of individual rights. 

David R. Manwaring 

PO 329 American Political Ideas and 
Institutions (S: 3) 

The course has two themes: basic ideas underly- 
ing American political institutions, and defenses 
and critiques of those institutions. The first theme 
is examined in some of the writings of Jefferson 
and Lincoln, and the second theme is examined, 
more extensively, in The Federalist and works by 
Walter Bagehot, Woodrow Wilson, Charles 
Beard, and a contemporary author. 

Robert Scigliano 

PO 330 The Politics of Health Care Policy (S: 3) 

This course examines how and why health policy 
issues become political issues and how federal 
health care policy has developed programmati- 
cally over the past thirty-five years, focusing on 
biomedical research, Medicare and Medicaid, 



health maintenance organizations, health plan- 
ning and regulation, and hospital cost contain- 
ment. 

John Tierney 

PO 332 The "Great Rights": The First Amendment 
and American Democracy (S: 3) 

Intensive consideration is directed toward two 
distinctively American contributions to modern 
politics: the free and open forum of discussion 
implicit in the guarantees of freedom of 
speech and press, and the secular state 
arising out of the establishment and free- 
exercise clauses. 

David R. Manwaring 

PO 336 Pressure Groups: Organized Interests 
and American Democracy (S: 3) 

This course will examine the nature of the thou- 
sands of organizations that are involved in Wash- 
ington politics. Among the topics discussed will 
be the kind of interests represented; the resources 
they mobilize for political action, the relations be- 
tween the rank and file and the leaders of organi- 
zations, the techniques used to influence policy 
outcomes, the changing nature of pressure poli- 
tics in Washington and the impact of pressure 
politics on the way we are governed. Extensive use 
will be made of actual case material including the 
politics of Medicare, cigarette advertising, and 
women's rights. 

Kay L. Schlozman 

PO 338 The American Voter (F: 3) 

American electoral politics from the New 
Deal coalition to the Reagan coalition. The 
rise of ideology, the decline of party and the 
changing role of class, race, region, gender 
and generation. Application of mass mar- 
keting techniques to political campaigns. 

William Schneider 

PO 344 American Legal System (S: 3) 

A comprehensive survey. Topics include 
historical origins and basic philosophy, 
American courts and legal procedure law- 
yers and the legal profession, modern com- 
parisons (Britain and France), legal reason- 
ing (common law precedent, statutory in- 
terpretation), some substantive manifesta- 
tions (torts, contracts, property), and cur- 
rent weaknesses and unsolved problems 
(congestion and delay, legal ethics, etc.). 

David R. Manwaring 

PO 349 (CO 290) Politics and the Media (F: 3) 

An analysis of the mass media's impact on the 
workings of the American Political System. Ex- 
plored will be such topics as the media's interac- 
tion with political institutions, its role in cam- 
paigning, its use by office holders and politicians, 
its effect upon recent events in the political arena, 
e.g., its treatment of terrorism, violence, riots, etc. 

Marie Natoli 

Comparative Politics 

PO 405 Politics in Western Europe I (F: 3) 

This course introduces comparison of national- 
level politics in Western Europe by comparing 
politics in Britain and France (including the 
Third, Fourth, and Fifth Republics). Special at- 



9 2 • Graduate Arts and Sciences • Political Science 



tendon will be given to the most important so- 
cial forces, such as nationalism, religion, and so- 
cial class, working through the most important 
political institutions, such as elections, parties, and 
parliamentary government. Marvin Rintala 

PO 406 Politics in Western Europe II (S: 3) 

This course introduces comparison of na- 
tional-level politics in Western Europe by 
comparing politics in Germany (including 
the Imperial, Weimar, National Socialist, and 
present German political systems), Sweden, 
and Switzerland. Special attention will be 
given to the most important social forces, 
such as nationalism, religion, and social 
class, working through the most important 
political institutions, such as elections, par- 
ties, and parliamentary government. 

Marvin Rintala 

PO 409 Soviet Politics: From Lenin to Yeltsin 

(F:3) 

This course analyzes the Soviet political system, 
from its origins in 1917 through its collapse in 
1991. Leninism and Stalinism will be analyzed. 
The Khrushchev and Brezhnev periods will be 
examined. Gorbachev and Yeltsin's roles in the 
demise of the USSR will be studied in detail. Fi- 
nally, post Soviet politics will be explored. 

Donald S. Carlisle 

PO 416 Introduction to Chinese Politics (F: 3) 

This course treats of the People's Republic of 
China after 1949. The focus is on political insti- 
tutions, the policy-making process, and state-so- 
ciety relations. The course also includes a brief 
introduction to Chinese foreign policy. Not open 
to those who have taken PO 410. 

Robert S. Ross 

PO 41 7 Government and Politics of Japan 
(F:3) 

This course offers an overview of contemporary 
Japanese politics, designed for students with a 
general interest in Japan, as well as, for political 
science concentrators. It begins with a brief his- 
torical account, and proceeds to discussions of 
Japanese culture and society, electoral politics, 
decision-making structures and processes, and 
public policy issues in both domestic and foreign 
affairs. Kenji Hayao 

PO 423 From Empires to Nations (S: 3) 

Analyses of the emergence, maintenance and de- 
cline of the major imperial systems. The bureau- 
cratic empires of antiquity, including the Chinese 
and Roman enterprises, will be treated. The mod- 
ern continental empires such as the Austro-Hun- 
garian and Russian will be dealt with. Also exam- 
ined will be the British and French overseas im- 
perial experiences. Finally, contemporary prob- 
lems, including Soviet and American issues and 
the emergent nation-states of the so-called Third 
World, will be discussed. 

Donald Carlisle 

PO 428 Politics in Latin America (F: 3) 

This course examines Latin American politics in 
a comparative and historical context, using 
Mexico, Brazil, and Chile as case studies. Topics 
to be discussed include the changing role of the 
state in the economy, the political participation 
of different social groups, and transitions from 



military to civilian regimes. Special emphasis will 
be placed on the role of political parties, social 
movements, and international actors in current 
attempts at democratization in the region. 

Jennie Purnell 

PO 435 Politics and the Movies: Heroes and 
Heroism (S:3) 

This course examines the portrayal of He- 
roes, Heroines, and Heroism in the Movies. 
The class will view films that depict model 
characters and perennial problems which 
are political in nature or closely related to 
politics. Historically-based films, including 
the so-called Epics, will be analyzed in terms 
of these themes as well as for their treat- 
ment of ethical dilemmas and recurring 
philosophical questions. Required readings will 
supplement the movies in order to provide per- 
spective on the context, events, and individuals 
presented in the films. Donald S. Carlisle 

P0437 Political Change in the Third World 

(S:3) 

Introduction to the dynamics of political 
change in the Third World, drawing on case 
studies from Africa, Asia, and Latin 
America. The course examines the role of 
different types of states in political and 
economic development, and then turns to 
the issues of gender, religion, ethnicity, and 
class as forces in political change and con- 
flict. Jennie Purnell 

PO 438 (HS 272) Introduction to Russian, Soviet, 
and East European Studies (F:3) 

This course provides the student with the 
key themes, theories and approaches nec- 
essary for further detailed study of Russia, 
the former USSR, and the East European 
states. The major findings and methods 
used by specialists in various disciplines will 
be previewed and presented. Not open to 
those who have taken PO 080. 

Donald S. Carlisle 
Raymond T. McNally 

PO 439 Leadership in Europe (F: 3) 

This course centers on the questions: What 
is leadership? What kinds of leadership are 
there? These questions will be answered 
both analytically and empirically. The data 
will come partly from studies of political 
elites in modernizing and modern Europe 
and partly from the careers of some Euro- 
pean leaders, including: Lloyd George, 
Churchill, and Thatcher in Britain; Blum, 
Mendes-France, de Gaulle, and Mitterrand in 
France; Bismarck, Hitler, Adenauer, and Brandt 
in Germany. Marvin Rintala 

PO 440 The National Character of European 
Politics (S: 3) 

This course uses the concept of national 
character (or political culture) to under- 
stand politics in Western Europe, especially 
in Britain, France, Germany, Italy, and Spain. 
How has the distinctive character of each of these 
nations been formed? What is that distinctive 
character presently? What differences in politi- 
cal behavior flow from such differences in national 
character? What changes, if any, might be ex- 
pected in each of these cases? Marvin Rintala 



International Politics 

PO501 International Politics (F: 3) 

The nation-state system, its principles of opera- 
tion and the bases of national power and policy 
are examined. This course serves as an introduc- 
tion to the study of international politics. 

Donald L. Hafner 

PO 504 International Politics of Europe (S: 3) 

An analysis of the main currents of international 
relations among European nations in recent de- 
cades, focusing particularly on the rise of Europe 
as a major international actor and the problems 
of building a new European community follow- 
ing the demise of the Soviet Union. 

• Donald L. Hafiier 

PO 516 American Foreign Policy (S: 3) 

This course will examine the distinctive 
ways in which the American public and 
policy-makers have understood and applied 
principles of international politics during our 
nation's history. The domestic political as 
well as the intellectual foundations of 
American international behavior will be 
studied. 

Donald L. Hafner 

PO 520 (EC 396) (RL 300) The European 
Experience (Summer: 3) 

Summer Study Program in Louvain, Belgium. 

This interdisciplinary course is taught by 
Professors David Deese, Political Science, 
Jeffrey Howe, Fine Arts, Frank Murphy, His- 
tory, Robert Murphy, Economics, and a wide 
range of officials from the European Com- 
munity and professors from the University 
of Louvain. The thematic focus is the Eu- 
ropean Community's single internal market. 
Students live and attend classes at the Irish 
Institute of European Affairs in Louvain, 
which is a 20-minute train ride northeast of 
Brussels, Belgium. 

Course units include historical and cul- 
tural roots of the European Community; the 
economics of integration; the political roots 
and motivations of the Community; the in- 
stitutions and legal process; and selected 
art and architecture of Belgium and Europe. 

David A. Deese 

PO 525 Introduction to International Political 
Economy (F: 3) 

Reviews the three contending classical approaches 
to the study of international political economy; 
liberalism, Marxism and mercantilism. Focuses on 
international trade, finance and the multinational 
corporation, and the underlying theory of inter- 
national regimes. Extends the examination to the 
specific issues involved in East- West and North- 
South relations. Demonstrates and integrates the 
key theory and trends from the course through 
applied analysis of the continuing oil crisis and 
evolution in world energy markets. 

David A. Deese 

PO 526 International and Comparative Political 
Economy II (S: 3) 

Offers students with prior coursework in interna- 
tional politics or political economy the opportu- 
nity to explore broad theoretical questions in in- 
ternational political economy. Applies emerging 
theory and modern history to the questions of 



Graduate Arts and Sciences* Psychology • 9 3 



America's international position in the late twen- 
tieth century. Explores possible patterns in the 
rise and decline of empires and preeminent na- 
tions; lessons from periods of British preponder- 
ance; extent of current U.S. decline and implica- 
tions for peaceful change and war in the interna- 
tional system. Not open to those who have taken 
P0 538. 

David A. Deese 

Political Theory 

PO 603 The Moral Basis of the American Republic 

(F: 3) 

Readings from Hamilton, Madison, Jefferson, 
John Marshall, Tocqueville, Lincoln, twentieth 
century Supreme Court decisions regarding ob- 
scenity and religion, and recent authors. 

David Lowenthal 

PO 606 Foundations of Modern Political 
Philosophy (F: 3) 

An introductory consideration of a few 
seminal views. The course will glance at the 
post-modernist critique of modern life, by 
Foucault and Heidegger, and then reconsider the 
stages in the development of modern thought 
articulated by Nietzsche, Kant, and Machiavelli. 

Roben K. Faulkner 

PO 609 American Political Thought (S:3) 

A study of instructive thoughts about the 
American experiment in liberal democracy. 
Readings will be drawn from statesmen of 
the various formative stages as well as from 
novelists and commentators. Special atten- 
tion will be given to the meaning and con- 
sequences of different forms of equality 
and liberty. Robert K. Faulkner 

PO 6 1 4 American Political Thought (F:3) 

A study of instructive thoughts about the Ameri- 
can experiment in liberal democracy. Readings 
will be drawn from statesmen of the various for- 
mative stages as well as from novelists and com- 
mentators. In 1990-91 special attention will be 
given to the meaning and consequences of differ- 
ent forms of equality and liberty. 

Robert K. Faulkner 

PO 621 Topics in Classical Political Philosophy 

(F:3) 

The topic for this semester will be Plato's 
Republic, the most radical study of politi- 
cal reform ever written. 

Christopher J. Bruell 

PO 627 Shakespeare's Political Wisdom I (F: 3) 

A study of King Lear, Hamlet and Measure 
for Measure. 

David Lowenthal 

PO 628 Shakespeare's Political Wisdom II 
(5:3) 

Four other Shakespearian plays studied with care. 
This course can be taken independently of PO 
627. David Lowenthal 

PO 631 Ethics and Politics (S: 3) 

What's good and what good is it in politics? A 
consideration of the shape and possibility of a just 
political order and of whether it can adequately 
encompass what is good. Readings and discussion 
will touch contemporary proposals and discuss a 
very few major alternatives selected from novel- 



ists, playwrights, and philosophers such as 
Nathaniel Hawthorne, Edward Bellamy, Francis 
Bacon, Swift, Shakespeare, Aristotle, Plato, 
Locke, Nietzsche, and Mill. 

Robert K. Faulkner 

PO 644 Individual and Community (S: 3) 

An introduction to various ways in which the re- 
lation between the individual and the larger po- 
litical order has been conceived. Readings to in- 
clude both classical and more recent works of 
philosophy and literature. 

Susan Shell 

Special Graduate Courses 

PO 799 Reading and Research (F, S: 3) 

A directed study in primary sources and 
authoritative secondary materials for a 
deeper knowledge of some problems pre- 
viously studied or of some area in which the 
candidate is deficient. By arrangement 

The Department 

PO 801 Thesis Seminar (F, S: 3) 

By arrangement The Department 

PO 802 Thesis Direction (F, S: 0) 



A non-credit course for those who have received 
six credits for Thesis Seminar but who have not 
finished their thesis. This course must be regis- 
tered for and the continuation fee paid each se- 
mester until the thesis is completed. 
By arrangement The Department 

PO 888 Master's Interim Study 

The Department 
PO 998 Doctoral Comprehensive 

The Department 
PO 999 Doctoral Continuation 

All students who have been admitted to 
candidacy for the Ph.D. degree are required 
to register and pay the fee for doctoral 
continuation during each semester of their can- 
didacy. The Department 



Psychology 



FACULTY 

Marc A. Fried, Professor Emeritus; B.S., 
City College of New York; Ph.D., Harvard 
University 

AH Banuazizi, Professor; B.S., University 
of Michigan; A.M., The New School for Social 
Research; Ph.D., Yale University 

Randolph Easton, Professor, B.S., University of 
Washington; A.M., Ph.D., University of New 
Hampshire 

Marianne LaFrance, Professor; A.B., 

University of Windsor; A.M., Ph.D., Boston 
University 

G. Ramsay Liem, Professor; A.B., 
Haverford College; Ph.D., University of Roch- 
ester 

Michael Numan, Professor; B.S., Brook- 
lyn College; Ph.D., University of Chicago 

William Ryan, Professor; A.B., Ph.D., 
Boston University 

Ellen Winner, Professor; A.B., Radcliffe 
College; Ph.D., Harvard University 

Daniel J. Baer, Associate Professor; 
A.B., LaSalle College; A.M., Ph.D., Fordham 
University 



Norman H. Berkowitz, Associate Pro- 
fessor; A.B., University of Massachusetts 
at Amherst; A.M., Ph.D., Boston University 

Hiram H. Brownell, Associate Profes- 
sor; A.B., Stanford University; M.A., Ph.D., 
Johns Hopkins University 

Donnah Canavan, Associate Professor; 
A.B., Emmanuel College; Ph.D., Columbia 
University 

Peter Gray, Associate Professor; A.B., 
Columbia University; Ph.D., Rockefeller Uni- 
versity 

Michael Moore, Associate Professor; 
A.B., A.M., Ph.D., Harvard University- 
Karen Rosen, Associate Professor; B.A., 
Brandeis University; Ph.D., Harvard Univer- 
sity 

M. Jeanne Sholl, Associate 
Professor, Chairperson of the Department; 
B.S., Bucknell University; M.S., Idaho State 
University; A.M., Ph.D., Johns Hopkins Uni- 
versity 

Joseph J. Tecce, Associate Professor; 
A.B., Bowdoin College; M.A., Ph.D., Catholic 
University of America 



94 • Graduate Arts ant) Science 'Psychology 



John Mitchell, Assistant Professor; B.A, 
M.A., Avern University, Canada; Ph.D., 
Concordia University, Canada 

Gilda A. Morelli, Assistant Professor; 
B.SC, University of Massachusetts, Bos- 
ton; Ph.D., University of Massachusetts, 
Amherst 

Nadim Rouhana, Assistant Professor; 
B.A., University of Haifa; M.A., University of 
Western Australia; Ph.D., Wayne State Uni- 
versity 

Kavitha Srinivas, Assistant Professor; 
B.A., Bangalore University; M.S., Purdue 
University; Ph.D., Rice University 



PROGRAM DESCRIPTION 

The Ph.D. Program at Boston College offers 
training in five areas: Biopsychology, 
Cognition and Perception, Cultural 
Psychology, Developmental Psy- 

chology, and Social Psychology. The 
program provides an intellectual environ- 
ment that allows students to pursue their 
educational and research objectives work- 
ing in close association with members of the 
faculty. In part, this is accomplished by 
maintaining a very low ratio of students to 
faculty. The number of students admitted 
each year is kept small enough to yield a 
student to faculty ratio of about 1 to 1. 

The program adopts an ecological perspective 
to the study of psychology. Students are admit- 
ted whose interests fall within or bridge one or 
more of the five main concentrations of the Pro- 
gram. In addition, students must have demon- 
strated adequate preparation, ability, maturity, 
and motivation to pursue a demanding pro- 
gram of individual research and scholarship. 
The Program accepts both students who 
wish to pursue academic careers and those 
who seek employment in nonacademic set- 
tings. Recent graduates are working in aca- 
demic settings, human services, industry, 
and governmental agencies. 

The Ecological Perspective 

While the faculty and students in the Pro- 
gram are involved in a wide range of indi- 
vidual research pursuits, they share a com- 
mitment to an "ecological perspective," which 
cuts across the various research specialties. What 
this means is that the members of the Program 
place more than the usual emphasis on the real- 
life contexts of the issues and processes that they 
study. This ecological perspective counters the 
frequent tendency for research to be responsive 
simply to the literature itself rather than to fun- 
damental questions and needs. In planning and 
carrying out research on any psychological pro- 
cess, no matter how narrowly or broadly defined, 
the ecological perspective encourages the re- 
searcher to be continuously concerned with the 
contexts in which the process normally operates. 
It is a tenet of the ecological perspective that even 
the most basic research in psychology profits from 
a continuing awareness of the real-life contexts in 



which behavior and experience take place, 
and conversely, even the most applied re- 
search profits from a continuing awareness 
of basic research findings and theory. 

One concrete manifestation of the 
Program's ecological perspective is the in- 
corporation of field placements in a 
student's program of study. In such place- 
ments, students make use of "real-world" 
environments to learn about aspects of 
behavior relevant to their research inter- 
ests. In addition to the role that field place- 
ments play in basic research, experience 
has shown that such placements can pro- 
vide a special advantage for those students 
who seek to secure employment in nonaca- 
demic settings upon completion of the Pro- 
gram. 

The Five Concentrations 

The research specialties of the faculty and 
students in the Program fall into five broad 
concentrations. Some faculty and students 
have interests that span concentrations. 
The division into the five concentrations 
provides a formal basis for groups of stu- 
dents and faculty working on related prob- 
lems to meet frequently to help educate 
one another. 

Concentration in Biopsychology. 
Faculty and students in the 
Biopsychology Concentration study 

the neural basis of behavior. One aspect of 
this research involves defining neural cir- 
cuits underlying behavior in terms of their 
connectivity, neurochemical makeup, and 
functional role. Complementary interests deal 
with the effects of experience and endocrine fac- 
tors on the neural substrates of behavior. Areas 
of study include neural and endocrine regulation 
of parental behavior in rodents; neural and endo- 
crine regulation of sexual behavior in rodents; 
brain dopamine systems and behavioral ac- 
tivation; and the interactions between 
stress, adrenal hormones, hippocampal 
function, and memory. A wide range of 
techniques is used to analyze these prob- 
lems, including: immunocytochemistry; neu- 
ral tract-tracing; electrophysiology; computerized 
image analysis of brain systems; electro- 
chemical detection of neurotransmitter 
release in the brains of behaving animals; 
in vitro study of primary cultures of dis- 
persed neurons. 

Concentration in Cognition and Percep- 
tion. Faculty and students in the Cognition and 
Perception Concentration are studying mental 
processes and structures, their breakdown, and 
their application to a variety of common human 
settings and problems. Areas of study include spa- 
tial representation; relations among the percep- 
tual systems; sensory substitution in the visually 
handicapped; imagery; memory; classification; 
attentional changes in aging and as a result of 
Alzheimer's disease as measured by EEG, FOG, 
heart rate, and muscle potentials; psychophysiol- 
ogy of stress; and the breakdown of language and 
communication skills and inferential abilities un- 
der conditions of brain damage. 



Concentration in Cultural Psy- 
chology. Faculty and students in the 
Cultural Concentration are studying the 
sociocultural foundations of mental pro- 
cesses and behavior, at both the individual 
and group levels. Areas of study include 
cross-cultural studies of parenting and child 
development; cultural construction of the 
self and emotions; conceptions of mental 
illness and health in different cultures; the 
impact of war on children; human rights as 
a mental health issue; social-psychological 
dynamics of social change and conflict; and 
ethnic identity and political culture. These 
topics are pursued cross-culturally or as 
they apply to subcultures within the United 
States. Given the emphasis on the relation- 
ship between the individual and the socio- 
cultural context, interdisciplinary research, 
involving such fields as anthropology, so- 
ciology, and history, is highly valued. 

Concentration in Developmental 
Psychology. Faculty and students in the 
Developmental Concentration are studying 
social, emotional, and cognitive develop- 
ment, and developmental processes as they 
are affected by the familial and sociocultural 
context. Areas of study include attachment 
in normal and atypical populations; the 
emergence of self-knowledge and self-es- 
teem; the role of the culture in skill devel- 
opment; the influence of care giving on sib- 
ling and peer relationships; the role of play 
in the development of interests and cogni- 
tive abilities; individual learning styles in a 
variety of educational settings; the devel- 
opment of artistic abilities in normal and 
gifted populations; and the acquisition of a 
theory of mind and the relationship be- 
tween theory of mind and communication skills. 
Children from both western and non-western 
communities are studied. 

Concentration in Social Psychol- 
ogy. Faculty and students in the Social 
Concentration are exploring social psycho- 
logical processes at several levels, ranging 
from the individual and interpersonal to the 
group, intergroup, and organizational lev- 
els. Areas of investigation include the study 
of how nonverbal behavior and discourse 
processes reflect and affect social encoun- 
ters; what conditions foster interpersonal 
conflict and its resolution; how the exercise 
of power in its various forms influences 
social relationships; how people negotiate equity 
in intimate relationships; the processes by which 
social cognitions come to be shared; how social 
categories, such as gender and ethnicity, frame 
and constrain social behavior; and what factors 
affect changes in self schemas and self esteem. 
Research strategies encompass the gamut of ex- 
perimental and field methodologies. 

The Program Structure 

The Ph.D. Program has a flexible and mainly 
tutorial structure. Because of the Program's 
emphasis on tutorial relations to the fac- 
ulty, a principal criterion for admission is 
that a student's interests be compatible 
with those of at least one member of the 



Graduate Arts and Sciences • Psychology • 9 5 



faculty. Each student is admitted to work 
with a faculty member as his/her advisor. 
After initial consultation with the advisor, 
two other faculty members are added to 
form the student's advisory committee. 
The committee designs a specific program 
of studies, including course work within and 
outside the Psychology Department, re- 
search apprenticeships, fieldwork, and, 
most important, independent research. 
While the content of each student's work 
is different, there are certain elements com- 
mon to the work of all students in the Pro- 
gram, as described in the following para- 
graphs. 

Courses and research work- 

shops. It is normally expected that stu- 
dents take the following three courses dur- 
ing their first year in the Program: (1) a two- 
semester research methods and statistics 
course dealing with both experimental and 
nonexperimental methodology and data 
analysis; (2) a two-semester Proseminar in 
Psychological Theory, with an emphasis on 
the ecological perspective; and (3) a semi- 
nar in the student's area of concentration. 
Students may take any number of other 
courses, selected by the student, with his 
or her advisory committee, to be consistent 
with the student's research and profes- 
sional objectives. Students' educational 
needs will carry them across traditional dis- 
ciplinary boundaries, so that taking courses 
in other departments in the University is 
quite common. 

Each year, students participate in a re- 
search workshop, consisting of a small num- 
ber of faculty and students who have 
shared or overlapping research interests. 
These workshops are coordinated by the 
faculty and advanced graduate students in 
the Program and are intended to provide a 
continuing source of support, collaboration, 
intellectual stimulation, and criticism for the 
students and faculty involved. Students are 
also expected to take part, with the faculty, 
in department-wide educational activities 
such as colloquia and general research dis- 
cussion meetings. 

Fieldwork. Students are encouraged 
to confront the processes that they are 
studying as they occur in settings other 
than the Boston College Psychology Depart- 
ment. Toward this end, students typically 
spend some time in settings that would 
provide them with an alternative view of the 
processes that they are studying. Depend- 
ing on a student's particular needs and prior 
experience, fieldwork can involve work in 
other laboratories, or participant-observa- 
tion in an organization or institution (e.g., 
school, hospital, court, government agency, 
organization for the perceptually handi- 
capped, or a special applied research ap- 
prenticeship), or a formal internship in a 
human services agency. The faculty will help 
find field placements appropriate to each 
student's needs and wishes. 



Independent research and dissertation. 

The sine qua nan for achieving the Ph.D. degree 
is the proven ability to design and conduct inde- 
pendent scholarly research and to communicate 
and defend that research in a clear and concise 
manner. It is the dissertation research that pro- 
vides the culmination of graduate education. Stu- 
dents are expected not only to acquire the very 
specific skills and knowledge needed to carry out 
their dissertation research, but also to acquire the 
broader knowledge needed to embed their re- 
search in an appropriate scholarly context. Stu- 
dents should have some idea of the kind of re- 
search they wish to conduct when they first ap- 
ply to the Program. During their first year they 
become actively engaged in research within their 
general field of interest. After demonstrating re- 
search competency by the end of their second 
year, students then move on to develop a disser- 
tation proposal. The final stage of this process, 
expected to occur in the fourth year, is an oral 
defense of the dissertation before the Depart- 
ment. 

Assessment of academic progress. For the 
first two years, evaluation focuses on the student's 
progress in demonstrating competency in re- 
search and in three substantive areas. During the 
first year, students must demonstrate competency 
in one of five general areas: Biopsychology, Cog- 
nition and Perception, Cultural Psychology, De- 
velopmental Psychology, or Social Psychology. 
Competency in the general area is demonstrated 
at the end of the first year by a written exam. Stu- 
dents prepare for the exam by reading from list 
of readings in their area of concentration, and 
typically, by taking a seminar in their area. 

Before the end of the first year, the student 
and advisory committee define a focus area cen- 
tering on the student's research interests and an 
area adjacent, but related to the student's focal 
interest, which falls outside the general area stud- 
ied in the first year. The student and committee 
design a program of study for the demonstration 
of competency in the focus and adjacent areas to 
be completed the second year. This proposal will 
include the form(s) of evaluation and a time frame 
for completion. In the second year, the student is 
also expected to demonstrate competency in all 
phases of the research process — from 
conceptualization and design through implemen- 
tation, analysis, and written presentation. 

At the end of the first year, the student's 
progress is evaluated on the basis of the general 
competency exam, papers, presentations, course 
work, research activities, and research assistant- 
ships, as well as other scholarly work done the first 
year. In each succeeding year, the student's 
progress toward completion of the Program 
is similarly reviewed. At the end of the sec- 
ond year, when the student has completed 
work in each competency area, a more thor- 
ough evaluation takes place and a decision is made 
as to whether or not to accept that student into 
formal doctoral candidacy. All evaluations are 
conducted by the Graduate Evaluation Commit- 
tee working in conjunction with the student's 
advisory committee. 

The Kind of Student Sought. As 
indicated earlier, the Department seeks 
students whose interests are compatible 



with those of one or more faculty members. Thus, 
the program is ideally suited for students who 
have already developed research interests in a 
particular area of psychology. The emphasis on 
real-world application and fieldwork, along with 
basic research and theory, makes the Program 
appropriate for students who seek eventual em- 
ployment in either academic or nonacademic set- 
tings. While most candidates will have majored 
in psychology as undergraduates, students who 
have majored in other fields are also invited to 
apply. The Program actively seeks out applica- 
tions from minority students. 

Financial Support 

Students admitted to the Program are eli- 
gible for an annual stipend plus credit for 
full tuition remission for four years of gradu- 
ate study. The stipend normally takes the 
form of a research assistantship the first 
year, a teaching assistantship the second, 
and a teaching fellowship during the third 
and fourth years. These research and teach- 
ing activities are usually selected to be 
consistent with a student's own educational 
objectives. Students receiving this financial 
support are expected to devote full time to 
their graduate work. 

Application to the Program 

To apply for the Ph.D. Program you should 
submit the following items to the Admis- 
sions Office, Graduate School of Arts and 
Sciences, Boston College, Chestnut Hill, MA 
02167. 

a. Application form Al, with application 
fee. 

b. Application Form 2. 

c. Abstract of courses. 

d. Official college transcripts. 

e. At least two letters of reference from 
people who are knowledgeable about your 
potential for research and scholarship. 
These should be sent directly hv those who 
write them. 

f. Scores from the Graduate Record Exami- 
nations and the Miller Analogy Tests. 

g. A short (two to three pages, maxi- 
mum) statement of your interests as they 
relate to the Ph.D. Program. This statement 
should include your reasons for undertak- 
ing graduate education, and give some in- 
dication of the psychological processes or 
issues that you are most interested in 
studying. 

Note: Applications are accepted for fall- 
term admission, only. The deadline for ap- 
plication is February 1. 

COURSE OFFERINGS 

Doctoral Program 

PS 606 Experimental Design and Statistics (F: 3) 

Prerequisite: An undergraduate course in 

statistics 

This course focuses primarily on the design of 

research experiments and the inferential statistics 

used to assess their results. Analysis of variance 



9 6 • Graduate Arts and Sciences "Psychology 



techniques will be emphasized which assess the 
main and interactive effects of multiple in- 
dependent variables on single dependent 
variables. 

Randolph D. Easton 

PS 608 Multivariate Statistics (S: 3) 

Prerequisite: An introductory course in sta- 
tistics 

This course provides a conceptual and prac- 
tical introduction to multivariate statistics. Alge- 
braic demonstrations are used to illustrate the 
inner workings of procedures, but otherwise the 
course content is not very mathematical, i.e., there 
are no discussions based on matrix algebra or cal- 
culus. The major focus is on multiple correlation 
and regression. Other procedures, which are cov- 
ered in less detail as time permits, include princi- 
pal components and factor analysis, clustering 
analysis, and multidimensional scaling. Analyses 
performed using statistical packages are discussed 
in detail. Also addressed are general research is- 
sues such as research design, the logic of hypoth- 
esis testing, and the role of statistics in psychol- 
ogy as a discipline. 

Hiram Brownell 

PS 6 1 5 Advanced Seminar Social and Emotional 

(S:3) 

Prerequisite: Developmental Psychology 

In this seminar, we will explore qualitative 
changes that occur in social and emotional func- 
tioning from birth through adolescence. We will 
examine normative trends and individual differ- 
ences in the development of attachment relation- 
ships, peer relations, self-control, aggression, sex- 
typed behaviors, empathy and prosocial behavior 
and morality. Contemporary issues such as the 
effects of day care, dual-career couples, divorce 
and single parenthood will be discussed. We will 
consider the social context within which children 
live and grow and explore the role of moth- 
ers, fathers, siblings, peers and schools in the de- 
velopmental process. 

Karen Rosen 

PS 62 1 History and Theories of Psychology (F: 3) 

Prerequisite: Consent of instructor 

Survey of the philosophical roots and de- 
velopment of psychological thought from 
the Grecian and Medieval periods to the 
present. Emergence of science in the post- 
Renaissance period and the contributions of 
Descartes, Locke, British Empiricists and 
Associationists to the evolution of psycho- 
logical theory. Review of major develop- 
ments in nineteenth-century physiology, 
Darwin's evolutionary theory and its con- 
sequences for psychology, and the emer- 
gence of psychology as an independent 
discipline in Germany and the United States. The 
rise and demise of the major systematic positions 
in psychology — Structuralism, Functionalism, 
Gestak, Behaviorism and Psychoanalysis. Over- 
view of current theoretical developments and con- 
troversies in psychology. Alt Banuazizi 



PS 639 Seminar in Developmental 
Psychopathology (F: 3) 

Prerequisites: Developmental Psychology and 
Abnormal Psychology 

Developmental psychopathologists view 
psychological disturbances in terms of 
deviations from normal patterns of social, 
emotional, and cognitive development. An 
exploration of the origins, nature and course 
of psychological disorders at various ages 
will be made. Theoretical, empirical, and 
clinical issues in the area of developmental 
psychology will be discussed. An underly- 
ing theme that we will develop is that there 
is a reciprocal relationship between normal 
and atypical patterns of development. Our 
understanding of pathology can be in- 
formed by knowledge of what is "normal"; 
alternatively, we can gain greater insight 
into normal processes of development and 
the roots of competence, adaptation, and 
invulnerability by illuminating the causes 
and developmental consequences of psy- 
chopathology. 

Karen Rosen 

PS 645 Cultural Context of Child Development 

(S:3) 

Prerequisite: PS 136 

The course examines the developing child 
from a cultural perspective. Topics related to the 
role sociocultural features play in arranging the 
daily lives of children, and how children appro- 
priate the skills and competencies needed to be 
functioning members of their community will be 
examined. The perspective guiding the selection 
of reading materials is that knowledge emerges by 
active participation in day-to-day routines of the 
community. Topics for discussion include 
parenting and parental beliefs, gender-role, sib- 
ling and peer relationships, psycholinguistics, 
everyday cognition, and education and the trans- 
mission of knowledge. PS 145 is strongly 
recommended. 

Gilda A. Morelli 

PS 662 Health Psychology (F: 3) 

Prerequisite: PS 073, PS 062, BI 110-112, 
BI 200-202, or permission of the instruc- 
tor. 

The role of psychological and biological fac- 
tors in the cause, treatment, and preven- 
tion of biomedical disorders is discussed in 
the context of clinical and basic research. 
A relaxation method is practiced in class. 
Seminar format. 

Joseph J. Tecce 

PS 676 Self, Ethnic Identity, and Asian 
American History (S: 3) 

Prerequisite: Permission of the instructor 

This course is designed to explore Asian 
American history from the perspective of identity 
formation among Asian Americans. Asian tradi- 
tions and culture along with the historical expe- 
riences of Asians in America will be examined in 
conjunction with the psychological literatures on 
self and ethnic identity. As a second historical 
source, students will conduct oral histories with 
family members, ideally intergenerationally. Par- 



ticipants will also have an opportunity to learn first 
hand about contemporary issues facing Asian 
American communities in the Boston area. The 
course will be conducted in a seminar format in 
which students play an active role in facilitating 
discussion. In addition to a term paper, students 
will be invited to design a class project reflecting 
their collective understanding of self, ethnicity, 
and history. Enrollment will be limited to 15. 

Ramsay Liem 

Ps 680 Advanced Topics in Developmental 
Psychology (F:3) 

Prerequisites: Graduate students: None 

Undergraduate students: Ps 073 and Ps 136 

This seminar explores major theories and is- 
sues in both cognitive and social developmental 
psychology. The seminar provides an overview of 
the current state of the field of developmental 
psychology. The course is open to advanced un- 
dergraduates as well as graduate students. 

Ellen Winner 

PS 681 Advanced Topics in Cultural Psychology 

(F:3) 

Prerequisite: Permission of the instructor 

This seminar reviews some of the major con- 
ceptual and methodological issues in the emerg- 
ing field of cultural psychology. The topics in- 
clude cognition, emotions, the self, gender roles, 
ethnic identity and conflict — all of which will be 
considered in their particular relationship to dif- 
ferent Western and non-Western cultural tradi- 
tions. In the case of each topic, the extent to which 
psychological processes, at both the individual and 
collective level, develop or are transformed by 
specific sociocultural environments will be ex- 
plored. Given the inherently interdisciplinary 
orientation of cultural psychology, readings for 
the course will be drawn from the literature of 
anthropology, sociology, history, as well as 
psychology. 

The course will be limited to advanced 
undergraduates or graduate students con- 
centrating in any of the social science disciplines. 
Enrollment will be limited to 15. 

Ali Banuazizi 

PS 682 Advanced Topics in Social Psychology 

(S:3) 

Prerequisite: PS 131 or consent of instruc- 
tor 

This course will focus on exploring classic and 
contemporary issues in social psychology as well 
as investigating the role such issues play in real 
world concerns. Topics include social cognition, 
emotion and social behavior, gender and power, 
verbal and nonverbal communication, coopera- 
tion and conflict, dyadic and inter-group relation- 
ships and the social self. 

Marianne LaFrance 

PS 683 Advanced Topics in Behavioral 
Neuroscience (F:3) 

Prerequisite: PS 150 or its equivalent, or PS 
273/BI 481, or consent of instructor 

The first half of this course will be taught 
in a lecture format, and the second half will 
be organized as a seminar. The lectures will 
focus on the neuroscience of reproduction 
and advanced readings will be assigned. 
Topics will include the neural and endocrine bases 



Graduatf.ArtsandSciences»Psyc;h()L(x;y • 9 7 



of seasonal breeding, male and female sexual be- 
havior, parental behavior, and sexual differentia- 
tion. For the second half of the course, each stu- 
dent will present one or two lectures to the class 
on a topic of his or her choice within the general 
area of behavioral neuroscience. These oral pre- 
sentations will be based on independent library 
research. A final term paper, based on these read- 
ings, will also be required. 

May not be taken by those who have previ- 
ously taken PS 650. 

Michael Numan 

PS 684 Advanced Topics in Cognition and 
Perception ( S:3) 
Prerequisite: PS 147 

This seminar will focus on issues that are 
important to our understanding of episodic 
and semantic memory. The issues that will 
be covered will include encoding and re- 
trieval processes in memory, the study of 
interesting lapses of memory such as the 
tip-of-the-tongue phenomenon, the study 
of how bilinguals and multilinguals represent 
information in the two languages, the fail- 
ure of memory in brain-damaged popula- 
tions, and the link between memory for 
events and the perception of events. May 
not be taken by students who have previ- 
ously taken Ps 644. 

Kavitha Srinivas 

PS 703-704 Research Workshops (F: 3-S: 3) 

Workshops are designed primarily to per- 
mit an exchange of research and theoreti- 
cal interests of faculty and students. All 
participants share in the presentation and 
discussion of their work. In addition, recent 
developments in the literature of mutual interests 
will be reviewed and critiqued. 



The Department 

PS 707-708-709 Fieldwork Seminar (F: 3-S: 3; 
Summer: 3) 

In this course, students work in human service, 
educational or business settings to gain exposure 
to the issues and problems faced by practitioners 
within the student's area of research interest. Ar- 
rangements for fieldwork are made between the 
student and his or her major advisor. 

The Department 

PS 770-771 Proseminar: Psychological Theories 
and Systems (F: 3-S: 3) 

This is a core proseminar for the graduate 
program which reviews the basic concep- 
tual, propositional, and empirical founda- 
tions of classic and contemporary psychological 
theories, with emphasis on an ecological perspec- 
tive. Peter Gray 

Two Summer Human Interaction 
Institutes: 

PS 824 Resolving Conflict: Interpersonal and 
Intergroup 

Graduate Prerequisite: None 

This workshop offers theory and prac- 
tice in dealing with the conflicts that arise 
in social interaction between individuals or 
groups. Topics include the processes lead- 
ing to constructive versus destructive con- 
flicts, the role of attributions in generating 
relational conflicts, methods for preventing or de- 
escalating interpersonal and intergroup conflict, 
including third-party interventions. This experi- 
ence-based workshop combines lectures and ex- 
ercises in a design that enables participants to 



make individualized applications in areas of inter- 
est to them. 

Workshop conducted on two weekends, May 
21-23 and June 4-6. For further information, 
contact the Boston College Summer Session, 3 14 
Fulton Hall. 

Norman Berkowitz 

PS 825 The Social Self: Group Influences on 
Personal Identity (Summer) 

Graduate Prerequisite: None 

The subject of this workshop is how member- 
ship in the distinctive societal groupings — defined 
by ethnicity, race, sex, age, religion, social class, 
ideology — affects the way individuals perceive 
themselves and deal with others. The work- 
shop looks at intergroup relations and the 
psychology of the social self to aid in un- 
derstanding personal identities in a hetero- 
geneous society. Participants examine their 
own life histories, socio-identities, and so- 
cial relationships in a guided process of self 
inquiry. Workshop conducted on two week- 
ends, June 11-13 and June 25-27. For 
further information, contact the Boston 
College Summer Session, 314 Fulton Hall. 

Donnah Canavan 

The following courses are offered by the Depart- 
ment on an occasional basis: 
PS 637 Child Development 
PS 648 Cognitive Neuropsychology 
PS 656 Social Psychology of Conflict 
PS 677 Psychology and Social Change 
PS 758 Social Inequality and Social Policy 



98 • Graol atf Arts and Sciences »IREPM 



Institute of Religious 
Education and Pastoral Ministry 



FACULTY 

Robert P. Imbelli, Director, and Associ- 
ate Professor of Theology 

Maureen R. O'Brien, Assistant Director for Aca- 
demic Affairs 

Sandra A. Hurley, Assistant Director for Adminis- 
tration 

Carol A. Regan, S.U.S.C., Sabbatical Program 
Coordinator 

Thomas H. Groome, Professor of Theology and 
Religious Education 

Mary C. Boys, S.N.J.M., Associate Professor of 
Theology and Religious Education 

Claire E. Lowery, Adjunct Associate Professor of 
Pastoral Ministry and Field Education Program Co- 
ordinator 

Elizabeth H. Gz\braith,r.c.,Lecturer,Spirituality 

PROGRAM DESCRIPTION 

The Institute of Religious Education and 
Pastoral Ministry at Boston College is one 
of the largest graduate facilities in North 
America dedicated primarily to educating 
women and men for academic and profes- 
sional competence in religious education 
and pastoral ministry. The Institute offers 
the combined resources of the Theology 
Department, the School of Education, and 
its own core Religious Education and Pas- 
toral Ministry faculty, plus the opportunity 
to cross-register for courses in any of the 
nine different theological schools in the 
Boston area which form the Boston Theo- 
logical Institute. The various programs of 
the Institute aim at the integration of theo- 
logical reflection, personal experience, and 
practical ministerial skills. The Institute of- 
fers a Master of Education in Religious Edu- 
cation (M.Ed.), a Master of Arts in Pastoral 
Ministry (M.A.), a Certificate of Advanced 
Educational Specialization (C.A.E.S.), and a 
Doctorate in Religion and Education (Ph.D.) 

Master of Education in Religious 
Education (M.Ed.) 

Candidates for the Master's degree in Religious 
Education study a core curriculum which enables 
them to integrate critically theological, biblical, 
and ethical studies with the perspectives and in- 
sights of contemporary educational theory and 
practice and with the social sciences. The core dis- 
tribution includes courses in theory, history and 
practice of religious education, systematic theol- 
ogy, biblical studies, and the psychology and so- 
ciology of religion. 

For students who enter the program with little 
or no prior experience in the practice of religious 



education, but even for experienced students who 
want to extend and diversify their practical skills 
in the field, Field Education and Supervised 
Practicums are available in a broad range of par- 
ishes, public and parochial high schools and el- 
ementary schools. 

The M.Ed, in Religious Education normally 
requires 36 credit hours of course work for 
academic year students and 30 credit hours 
for summer students. Written and oral com- 
prehensive examinations are required. Stu- 
dents with deficiencies in their academic 
backgrounds may be required to complete 
course work in excess of these minimum re- 
quirements. 

Master of Arts in Pastoral Ministry (M.A.) 

Candidates for the M.A. in Pastoral Minis- 
try follow a core curriculum which includes 
courses in systematic theology, biblical 
studies, religious education, and courses re- 
lated to the student's particular ministerial 
concentration. These concentrations are as 
follows: 

• Pastoral Care and Counseling 

• Social Justice/Social Ministry 

• Liturgy and Worship 

• Religious Education 

• Leadership/Church Management 

• Spirituality and Ministry 

• Hispanic Ministry 

• Joint M.A./M.S.W. in Social Work 

The last three programs are described in more 
detail below. 

A special aspect of the M.A. program is 
a required Field Education program that 
combines field placement and a Supervised 
Practicum during the academic year or one 
six-week summer session. In addition, the 
Integrative Colloquium is required for all 
M.A. students. 

For the M.A. in Pastoral Ministry, 36 to 39 
credit hours are ordinarily required for academic 
year students and 30 credit hours for sum- 
mer students. Written and oral comprehen- 
sive examinations are required. Students 
with deficiencies in their academic back- 
grounds may be required to complete 
course work in excess of these minimum 
requirements. 

Spirituality and Ministry Concentration 

The Spirituality and Ministry concentration 
within the Master's Program in Pastoral 
Ministry combines the following elements: 
theological and biblical studies; courses in 
the foundations, history and contemporary 
study of spirituality; field education placement in 
one of the spiritual life centers in the Bos- 
ton area; a weekly practicum in contempo- 
rary spirituality and spiritual direction with the 
staff of the Center for Religious Development in 



Cambridge, Massachusetts; and the integrative 
colloquium required of all M.A. students. 

The purpose of the concentration is to help 
pastoral ministers become more familiar with the 
dynamics of spiritual growth and more skillful in 
the ministry of spiritual enablement within their 
respective parishes, schools, or communides. 

This program has a limited enrollment, and pri- 
ority will be given to those who apply by March 1 for 
the following September. 

Hispanic Ministry Concentration: A Joint 
Program with the Mexican American Cultural 
Center (MACC) 

This program is conducted jointly with the 
Mexican American Cultural Center in San 
Antonio, Texas. It is designed to provide the 
theological, cultural, and ministerial prepa- 
ration most relevant for both Hispanic and 
non-Hispanic persons engaged in ministry 
to the Spanish-speaking community in the 
United States. Half the course work, includ- 
ing the ministerial practicum, takes place at 
the Mexican American Cultural Center in San 
Antonio. The other half of the course work 
is done at Boston College either during the 
academic year or during the summer. 

This program requires bilingual compe- 
tency or the willingness to achieve basic 
competency in Spanish while studying for 
the degree. 

Joint Master of Arts in Pastoral Ministry (M.A.) 
and Master of Social Work (M.S.W.) 

This program enables students to study 
concurrently for the M.A. degree in Pasto- 
ral Ministry and the M.S.W. in Social Work. 
The combined curriculum integrates the 
academic study of theology and social work 
with two supervised Field Education place- 
ments. Students enrolled full time may expect to 
receive the two degrees in approximately three 
years (length of time may vary if students take 
summer courses in Pastoral Ministry). 

Prospective students must apply to both the 
Institute and the Graduate School of Social Work. 
Please see the description of this program under 
the Social Work section in this Catalog. 

Certificate of Advanced Educational 
Specialization (C.A.E.S.) 

Students who hold a Master's degree in 
theology, divinity, religious education or a 
closely related field, and who have at least 
three years of professional experience in 
ministry, may apply for a program leading 
to the Certificate of Advanced Educational 
Specialization (C.A.E.S.). 

The program enables persons with par- 
ticular goals to pursue their specialized in- 
terests. It is also valuable for those who wish to 
broaden their religious, educational, and theologi- 
cal background. 

Programs are tailored to meet individual 
needs. Minimum core requirements are de- 



Graduate Arts and Sciences •IREPM • 9 9 



termined on a case-by-case basis after evaluation 
of the student's academic background. Religious 
education courses are required. C.A.E.S. students 
prepare a project on a subject of specialized min- 
isterial or educational concern. The project serves 
as the basis for the written and oral examinations 
that are required of all students. Credit require- 
ments for the C.A.E.S. are the same as those or- 
dinarily required for the M.Ed., i.e, 36 credit 
hours for academic year students and 30 credit 
hours for summer school students only. 

Sabbatical Renewal in Ministry Program 

This is a program designed for the mature 
church minister who needs to "come away 
for awhile." Participants renew themselves 
academically, spiritually and physically by 
auditing courses that meet their own inter- 
ests and needs. In addition, they participate 
in a variety of activities that are directed 
toward the renewal of the whole person. 
These include workshops on topics of inter- 
est to the experienced minister, such as a 
bi-weeldy colloquium and transition in min- 
istry workshops; opportunities for spiritual direc- 
tion and counseling; and cultural, historical, and 
artistic opportunities provided in the greater Bos- 
ton area. 

The Boston College sabbatical program 
is unique in that it offers the resources of 
the entire University to the participant. 
These include the Recreation Complex, 
courses outside the theological disciplines, 
and university lectures, concerts, and plays. 

The sabbatical program has limited en- 
rollment. Preference is given to those who 
can attend from September to May. Appli- 
cations are accepted on an ongoing basis. 
International applicants should apply at 
least 3 months prior to their expected en- 
trance date so that additional immigration 
forms can be processed. 

Interdisciplinary Doctorate in Religion and 
Education (Ph.D.) 

The Institute coordinates the program of Doc- 
toral Studies in Religion and Education offered 
by the Theology Department and the Graduate 
School of Education. Students with an appropri- 
ate Master's degree (e.g., in theology, reli- 
gious studies, or religious education) are 
usually required to complete 50 hours of 
coursework. In addition, doctoral students 
are expected to fulfill the foreign language 
requirement, pass comprehensive examinations, 
and submit and defend a dissertation. 

A separate prospectus for this program 
is available from the Institute. Enrollment 
is highly selective, and the application deadline for 
September study is February 1 5. 



COURSE OFFERINGS 

TH 430 (ED 439) The Psychology of Religious 
Development (F: 3) 

A survey of major psychological perspec- 
tives on the foundation and development 
of religious consciousness and identity over 
the life cycle. The course will emphasize the 
student's personal integration of theologi- 
cal and psychological visions of develop- 
ment and will allow the student to concen- 
trate attention on the periods of develop- 
ment that are of greatest pastoral or per- 
sonal significance (e.g., adolescence, young 
adulthood, mid-life, etc.) John McDargh 

TH 433 Foundations of Christian Ethics (F: 3) 

It is the purpose of this course to provide the stu- 
dent with an overview of the elements essential 
for a basic understanding of Christian morality as 
articulated in the Roman Catholic tradition. Its 
basic concerns are as follows: the nature of Catho- 
lic Theological Ethics, the moral agent in Catho- 
lic theology, the nature and function of moral 
norms, the role of personal conscience, and some 
reflections on sin and virtue. 

James O'Donohoe 

TH 473 Theology of the Church (S: 3) 

A theological exploration of the identity and mis- 
sion of the Church, founded in the New Testa- 
ment witness and in the renewal of Vatican Two. 
The course will offer an approach to the Church 
as Sacrament of the Spirit and to the task of the 
Church as promoting transformation in the Spirit 
of Jesus Christ. Francis A. Sullivan 

TH 532 Art of Pastoral Counseling (S: 3) 

This course will examine the prophetic na- 
ture of the pastoral counseling relationship. 
Attention will be given to the pastoral coun- 
selor as mediator between the world of 
human experience and the theological tra- 
dition. Topics will include the major issues 
and questions operative in the practice of 
pastoral counseling. Practicum sessions, 
including the use of video, role play, and 
taping, will focus on dynamics, techniques, 
and models of pastoral counseling. 

Claire E. Lowery 

TH 535 Theological Foundations for 
Contemporary Spirituality (F: 3) 

This course will consider spirituality as 
awareness of and response to God's self- 
revelation and continuing engagement with 
us. It will focus on contemporary religious 
experience and spiritual growth considered in 
themselves and in light of the Christian spiritual 
tradition. Topics will include the integration of a 
contemplative attitude with life activity, the de- 
veloping relationship with God, the growth of 
Christian freedom, and spiritual life amid conflict- 
ing religious values. The course will include read- 
ing, reactions to presentations, individual and 
group reflection. William Connolly, S. J. 



TH 539 (ED 630) Biblical Interpretation in 
Education and Ministry (S: 3) 

This course will enable participants to analyze 
patterns in the use of biblical texts and to make 
explicit their own ways of using texts, to under- 
stand contemporary biblical scholarship in its his- 
torical context, and to apply that context to top- 
ics such as fundamentalism and feminist 
hermeneutics, and to explore ways of 
teaching Scripture with scholarly imagina- 
tion. Mary C. Boys 

TH 600 Leadership and the Practice of Ministry 

(S: 3) 

Leadership is a critical issue in the under- 
standing and practice of ministry today. 
This course will examine the meaning of 
leadership and its relationship to church and 
society by drawing on existing theories and 
life experience. Classes will focus on the 
following topics: communication as a vital 
part of the leadership process; the impact 
of behavior and situational variables on ef- 
fective leadership; the role of the leader; 
personality needs and job demands as ma- 
jor factors in promoting effective leader 
behavior; exploration of appropriate lead- 
ership styles in parish and other church- 
related ministries today; dynamics of plan- 
ning, decision-making and implementing 
change. Ann Morgan 

TH 601 Creative Life Study (F, S: 3) 

Life Study uses Intensive Journal proce- 
dures to put us in intimate contact with the 
life, wisdom and spirituality of creative per- 
sons in history. We become "Journal Trust- 
ees," i.e., keep a journal on their behalf. This 
vital contact with the inner life can evoke 
our own life-wisdom and broaden our spiri- 
tual path. Previous attendance at Journal 
workshops is recommended. 

Elizabeth H. Galbraith, r.c. 

TH 605 Theology and Pastoral Practice: 
Integrative Colloquium (F: 3) 

The fine art of doing theology is dependent 
upon a "habit of vision." It is connected to 
one's ability to bring together in both ac- 
tion and word the experience of contem- 
plation, empathy, and reason. 

This integrative colloquium in pastoral 
ministry will provide a learning experience 
designed to strengthen the minister's abil- 
ity to draw upon the language of faith in 
the practice of ministry. Participants will be chal- 
lenged to bring to reflection and dialogue issues 
addressing the contemporary practice of minis- 
try with the collective wisdom of the Christian 
tradition. 

This course is required of all pastoral ministry 
degree students. 

Claire E. Lowery 



100 • Graduatt.ArtsandSciences'IREPM 



TH 606 (ED 836) Teaching: The Pedagogy of 
Ministry (S: 3) 

This course will center on developing and prac- 
ticing specific teaching strategies appropriate for 
education in faith, especially for adolescents and 
adults. It will include attention to one's own style 
of learning and to the literature on critical think- 
ing. 

Mary C. Boys 

TH 617 Intensive Journal Method and the 
Spiritual Life (F, S: 3) 

The Intensive Journal course consists of two 
weekend workshops, readings in Progoff and bi- 
weekly meetings with the instructor. It introduces 
the student to Progoffs Intensive Journal 
Method, its procedures and principles. Students 
will learn to work non-judgmentally with their life 
defining issues, clarifying commitments, and ex- 
ploring relationships. The goal is to focus, clarify 
and integrate life experiences. 

Elizabeth H. Galbraith, r.c. 

TH 638 Advanced Intensive Journal Method 
and the Spiritual Life (F, S: 3) 

The Advanced Journal course deepens stu- 
dents' understanding of the Journal 
method, and their own life processes and 
principles. In doing so, students come to 
appreciate the holistic principles operative 
in their life and God's activity therein. The 
course includes advanced work with dreams 
and imagery, and treats special questions 
such as discernment, integration, and trans- 
formation as they arise. 

Elizabeth H. Galbraith, r.c. 

TH 640 Pastoral Care: Death and Dying (S: 3) 

This course will serve as a thorough intro- 
duction to the basic theological-pastoral 
dimensions of pastoral care with those ex- 
periencing grief and loss resulting from 
death and the processes of dying. Special 
attention will be given to the role of the 
ecclesial community, as well as other sup- 
portive communities, such as hospice, in render- 
ing support. The role of faith and the place of 
ritual will be examined from an ecumenical per- 
spective. It is desirable that students take this 
course in conjunction with ministerial field edu- 
cation in a setting associated with these pastoral 
concerns and issues. John Grimes 

TH 707 Psychological Foundations for Pastoral 
Counseling (F: 3) 

This course provides students with the 
opportunity to consider several contempo- 
rary models of personality and human de- 
velopment that will assist them in the prac- 
tice of pastoral counseling. Case studies 
and concrete situations will illustrate such 
models as object relations and humanistic 
and psychodynamic theories. Themes will 
include normality and integration, personality 
growth and sexuality, play and the irrational, and 
the links between psychological and theological 
experiences. 

Michael St. Clair 

TH 708 Ministry to the Troubled Personality (S: 3) 

This course will assist the minister in han- 
dling common and current forms of human 



disturbance. Using case studies and the insights 
of contemporary models of the person, we will 
consider depression, neurosis, narcissism, eating 
disorders, the borderline personality and prob- 
lems in relationships. Practical application of 
theoretical knowledge to counseling and pastoral 
situations will also be examined. 

Michael St. Clair 

TH 717 (ED 635) Educating Christians: Past, 
Present, and Future (S: 3) 

This course draws upon the history of the 
Church's educational ministry to enlighten 
its present pastoral praxis. It places empha- 
sis on reading original and classical docu- 
ments as a treasury of wisdom for religious 
education and pastoral ministry today and 
tomorrow The course closely parallels the 
history of theology and the history of West- 
ern education. Thomas H. Groome 

TH 739 Jesus Christ and Human 
Transformation (F: 3) 

At the heart of the Gospel narrative is the ques- 
tion: "Who do you say I am?" The issue of the 
identity of Jesus is foundational to the identity and 
mission of the Christian and the minister. The 
course will explore this foundational issue in dia- 
logue with the Church's Christological tradition 
and contemporary questions and concerns. Its 
theological and pastoral focus will be upon the 
structure and scope of transformation in Christ. 

Paul Ritt 

TH 764 Ministry, Personality and Culture (F: 3) 

Both a theology of ministry and psychology 
of self as minister are useful resources of 
Church leadership. These topics will be ex- 
plored from the perspectives of Catholic 
faith tradition, family systems theory, and 
changing American culture. 

John Grimes 

TH 816 (ED 539) Sharing Faith in Religious 
Education and Ministry (F: 3) 

The course proposes the foundations for a par- 
ticipatory and empowering approach to 
religious education and pastoral ministry. 
Through shared reflection on praxis and on 
course readings, participants are invited to 
appropriate and make decisions about their 
own approach to the ministry of "sharing 
faith." Thomas H. Groome 

TH 901 (ED 735) Traditions of Religion and 
Education (F: 3) 

This course is designed to involve participants in 
creating a framework for analysis of modern theo- 
logical and educational movements in order to 
more perceptively engage in the practice of reli- 
gious education. Mary C. Boys 

Courses Offered at the Mexican 
American Cultural Center in San 
Antonio, Texas for the Hispanic 
Ministry Program 

TH 602 Field Education and Supervised Practicum 
in Hispanic Pastoral Ministry (S: 5) 

This program provides the student with 
supervised experience in Hispanic Ministry. 
Placements provide an opportunity for a high 
degree of creativity and responsible innovation. 
Through supervision in the field, discussion with 



other participants, reading and reflection, stu- 
dents become familiar with the needs of the His- 
panic community. Students also participate in a 
"supervised practicum" each week designed as an 
exploration of the theological and ministerial in- 
sights drawn from the field experience. 

Faculty Practicum Committee: Juan Alfaro, 
John Linskens, Virgil Elizondo, Rosa Maria Icaza 

TH 612 Culture and Religion (F: 3) 

This course will study culture in general, 
religion as a component of culture, and the 
relationship of these to the explicit revela- 
tion of God in Jesus Christ. The popular 
expressions of faith will be given particular 
attention, with the Mexican American cul- 
ture of the U.S. Southwest as a paradigm 
for the understanding of a cultural-religious 
expression. Virgil Elizondo 

TH 630 The Prophets: God's Critics of Humanity's 
World (F: 3) 

A study of the major prophets of the Old 
Testament, this course will develop an un- 
derstanding of the enduring vocation of 
God's prophets: to recognize the truly evil 
in a particular society, to call God's People 
to conversion of heart, and to remind them 
that God's loving fidelity is always theirs. 

Juan Alfaro 

TH 635 The Hispanic Family (F: 3) 

In a society which threatens its foundations, the 
Hispanic family responds with resilience. A study 
of its history, present reality, values, possibilities, 
changing values, and structure is the basis of this 
course. Rosendo Urrabazo 

TH 636 The Synoptic Gospels: The Demands of 
Discipleship(F:3) 

The gospels of Mark, Matthew and Luke 
present portraits of Jesus Christ incarnated 
in a particular context. This course will de- 
velop the themes of discipleship in Mark, the 
reign of God in Matthew, and the relation- 
ship of Jesus to the poor in Luke. Eucharis- 
tic themes will be treated in depth. 

John Linskens 

Field Education, Directed Research, 
Doctoral Seminar 

TH 530 Field Education and Supervised Practicum 
in Pastoral Ministry (S: 3) 

This program provides the students with su- 
pervised experience in their areas of minis- 
terial specialization. These areas include 
social ministry, pastoral care and counsel- 
ing, spirituality, church administration, liturgy 
and religious education. Through supervision in 
the field, discussion with other participants, read- 
ing and theological reflection, students become 
familiar with the needs of special groups of people, 
and develop models of ministry that are applicable 
to their own situations. 

In addition to their field experience, stu- 
dents participate in a supervised practicum 
during the spring semester. The practicum 
is a group exploration of the theological and min- 
isterial concerns drawn from the field experience. 
Process analysis will be used to critique perfor- 



Graduate Arts and Sciences »IREPM • 10 1 



mance and develop personal skills and individual 
styles of ministry. 

Field Education is a three-credit program 
over one academic year. While students 
begin Field Education in the fall term, they 
do not register for these three credits un- 
til the spring teiin. 

Claire E. Lowery 

TH 538 Directed Research in Pastoral Ministry 

(F, S: 3) 

Directed research courses are an opportu- 
nity for students to pursue special schol- 
arly and pastoral interests for graduate 
credit, with the aid of a faculty advisor. Only 
persons studying for a degree may take 
directed research. Ordinarily only one such 
project may be undertaken in the course of 
the master's program. Subject matter and 
requirements must be worked out with the 
professor and approved by the Institute's 
Assistant Director for Academic Affairs. 

Claire E. Loirery, Coordinator 

ED 830 Directed Research in Religious 
Education (F, S: 3) 

Directed research courses are an opportu- 
nity for students to pursue special schol- 
arly and pastoral interests for graduate credit, with 
the aid of a faculty advisor. Only persons study- 
ing for a degree may take directed research. Or- 
dinarily only one such project may be undertaken 
in the course of the master's program. Subject 
matter and requirements must be worked out with 
the professor and approved by the Institute's As- 
sistant Director for Academic Affairs. 

Maureen R. O'Brien , Coordinator 



ED 936 Doctoral Seminar in Religious Education 
(F, S: 3) 

This seminar provides an occasion for IREPM 
doctoral students to study classic works in the field 
of religious education and to prepare proposals for 
their dissertations. It meets fourteen times each 
academic year. Three credits are received for each 
of the two years of participation in the seminar. 
Second-year doctoral students lead portions of the 
seminar. 

Institute Permanent Faculty 

Weekend Course Series 

Weekend courses are fully accredited and 
satisfy Institute degree requirements. Each 
of these courses meets on Fridays from 
4:00 p.m. to 9:00 p.m.; Saturdays from 
10:00 a.m. to 4:00 p.m. on three separate 
weekends. 

TH 771 The Bible and Politics: Uses and Abuses 

(F:3) 

The history of the United States has been 
marked by persistent efforts to understand 
national destiny in light of the Bible. This 
course will analyze ways in which the Bible 
has been used and misused. Analysis will be 
aided by identification in the Bible of five 
models for relating religion to the civil 
realm. We will seek to define guidelines for 
a religiously faithful and politically responsible 
way of applying biblical tradition to the social and 
political issues we face, such as tax structure, gov- 
ernment support of education, and American for- 
eign policy, especially in the Middle East. We will 
attempt to clarify how the Bible can be studied in 
our educational institutions so as to release its 



potential contribution to public virtue while 
avoiding undeniable pitfalls. Each student will 
choose one specific contemporary problem as a 
point of focus. 

This course will meet on the following dates: 
September 17-18, October 22-23, November 19- 
20. Paul Hanson 

TH 772 The Public Church: Vision, Mission, 
Spirituality (S: 3) 

"Public church" designates an emerging, 
multidimensional new paradigm for commu- 
nity and faithfulness in this decade and the 
twenty-first century. Church, in this new para- 
digm, combines deep grounding in Christian faith 
with a specific openness to and engagement with 
other Christians and the wider public. Inviting 
Christians to vocational courage and faithfulness 
in contemporary society, public church offers 
catalyzing leadership in evangelization and in 
addressing the spiritual and material conditions 
that affect the common good. In three weekend 
sessions we will explore, with specific reference 
to North American reality, the vision, mis- 
sion, and spirituality of public church. 

This course will meet on the following dates: 
February 4-5, February 25-26, March 25-26. 

James Fowler 



102 • GraduateArtsandSciences^RomanceLangi vges 



Romance Languages 
and Literatures 



FACULTY 

Joseph Figurito, Professor Emeritus; 
A.B., Boston College; A.M., D.M.L., 
Middlebury College 

Joseph D. Gauthier, S.J., Professor 
Emeritus: B.S., Trinity College; A.M., Boston 
College; S.T.L., Weston College; D.esL., Laval 
Univerity 

Guillermo L. Guitarte, Professor Emeri- 
tus; Profesorado, Filosofia y Letras, Buenos 
Aires 

Vera Lee, Professor Emeritus; A.B., Russell 
Sage College; A.M., Yale University; Ph.D., 
Boston University 

Marie L. Simonelli, Professor Emeritus; 
Dotre in Lettere e Filosofia, University of 
Florence; Libera Docenza in Filologia 
Romanza, Rome 

Dwayne E. Carpenter, Professor; B.A., 
M.A., Pacific Union College; Ph.D., Univer- 
sity of California at Berkeley; Ph.D., Gradu- 
ate Theological Union at Berkeley 

J. Enrique Ojeda, Professor; Licenciado, 
Universidad Catolica Del Ecuador; A.M., 
Ph.D., Harvard University 

Rebecca M. Valette, Professor; A.B., 
Mount Holyoke College; Ph.D., University of 
Colorado 

Norman Araujo, Associate Professor; 
A.B., A.M., Ph.D., Harvard University 

Matilda T. Bruckner, Associate Profes- 
sor, Chairperson of the Department; A.B., 
Bryn Mawr College; M.P., Ph.D., Yale Univer- 
sity 

Jeff Flagg, Adjunct Associate Professor; 
B.A., University of Massachusetts; M.A., 
Brown University; Ph.D., Boston University 

Rena A. Lamparska, Associate Professor; LLM, 
University of Wroclav; M.A., Catholic Univer- 
sity of America; Ph.D., Harvard University 

Kevin Newmark, Associate Professor; B.A., Holy 
Cross; M.A., Middlebury College, France; Ph.D., 
Yale University 

Betty Rahv, Associate Professor; A.B., 
Sweet Briar College; A.M., Middlebury Col- 
lege; Ph.D., Indiana University 

Elizabeth Rhodes, Associate Profes- 
sor; B.A., University of Richmond; M.A., 
Ph.D., Bryn Mawr College 

Harry L. Rosser, Associate Professor; 
B.A., College of Wooster; M.A., Cornell Uni- 
versity; Ph.D., University of North Carolina 
at Chapel Hill 

Laurie Shepard, Associate Professor; 
B.A., VVesleyan University; ALA., Ph.D., Bos- 
ton College 



Irene Mizrahi, Assistant Professor; B.Sc, 
Technian-Israel Institute of Technology; 
M.A., Ph.D., University of Connecticut 
Ourida Mostefai, Assistant Professor; 
Licence de Lettres, Universite de la 
Sorbonne, Nouvelle, Paris; M.A., Ph.D. 
(cand.), New York University 
Mary Ellen Kiddle, Adjunct Assistant 
Professor; B.S., University of Wisconsin; 
M.A., Middlebury College; M.A., University 
of California at Berkley; Ph.D., Brown Uni- 
versity 

Stephen C. Bold, Instructor; B.A., Uni- 
versity of California at Berkley; M.A., Ph.D. 
(cand.), New York University 



PROGRAM DESCRIPTION 

M.A., M.A.T., and Ph.D. Programs 

The Department includes the fields of 
French, Italian, and Spanish (Peninsular and 
Spanish American) literatures. It offers 
Master's level programs in all areas, with a 
concentration in one Romance literature 
and/or culture. These programs are spe- 
cially designed to develop and strengthen 
teachers at the secondary school level or 
to prepare teacher/scholars who may con- 
tinue on to the Ph.D. In the Ph.D. program, 
students specialize "vertically" in French or Span- 
ish literature or "horizontally" in a period or genre 
that crosses three Romance literatures. In this 
latter program, the Ph.D. in Medieval Studies is 
unique in the Boston area and one of the special 
strengths of Boston College. 

Prerequisites for Admission 

Students applying for admission to gradu- 
ate degree programs in the Romance litera- 
tures must satisfy the following prerequi- 
sites. 

They must have achieved a general cov- 
erage of their major literature at the under- 
graduate level. A formal survey course, or 
a sufficient number of courses more limited 
in scope, passed with distinction, satisfies 
that requirement. At least four semesters 
of period or general courses in the major 
literature must be included in the student's 
undergraduate record, or as graduate work 
completed at other institutions. 

The deadline for applications to the 
Graduate School of Arts and Sciences is July 
1 for September admissions and the dead- 
line for financial aid requests is March 1, The 
Department strongly recommends that stu- 
dents apply by April 1 for September ad- 
missions and by February 1 for monetary 
support. 

Note: For more complete information 
concerning the graduate programs, please 



consult the Graduate Handbook of the De- 
partment of Romance Languages and Lit- 
eratures. 

Master of Arts Degree in French, Italian or 
Spanish Literature and Culture 

This Master's program is designed to pre- 
pare scholars and teachers who may wish 
to continue their work toward the Ph.D. The 
program enables students to acquire a 
broad understanding of the literature and 
culture of their area of specialization 
(French, Italian, Peninsular Spanish or Span- 
ish American). 

Candidates for the M.A. in Literature and 
Culture earn a minimum of thirty credits in 
a wide range of courses in one Romance 
language. Reading knowledge of a second 
language must be demonstrated. At the 
discretion of the student's advisor, any for- 
eign language which is neither the major nor 
the student's native language may be of- 
fered in fulfillment of this requirement. 

All candidates are expected to demon- 
strate oral proficiency at the Advanced level 
of the ACTFL Scale in an interview with a des- 
ignated faculty member. This requirement must 
be met before students are admitted to the oral 
comprehensive examination. 

The comprehensive oral examination of one 
hour's duration is based on course material and a 
reading list specified for French, Italian or Span- 
ish literature (or a choice of questions on French 
or Italian literature). 

Oral examinations, scheduled in October or 
April, are conducted in the target language. 

Master of Arts Degree in Language and 
Culture 

This program is specifically designed to train 
current or prospective teachers at the sec- 
ondary school level who wish to work with 
greater emphasis on their major field of un- 
dergraduate specialization or strengthen 
their command of a second Romance lan- 
guage and its literature and culture. With 
appropriate course work, this program can 
lead to teacher certification. Candidates in 
other fields, such as International Business 
or Public Health, will also find this program 
valuable, given its cultural and linguistic 
orientation. 

Of the thirty (30) credits taken in the 
Department of Romance Languages and 
Literatures, a minimum of twenty-four (24) 
should focus on a single language: French, 
Italian or Spanish. 

All candidates are expected to demon- 
strate oral proficiency at the Intermediate 
High level of the ACTFL Scale in an inter- 
view with a designated faculty member. 
This requirement must be met before stu- 
dents are admitted to the oral comprehen- 
sive examination. 



Graduate Arts and Sciences • Romance Languages • 10 3 



The one-hour oral comprehensive exami- 
nation covers the candidate's course work 
and two literary works specified in advance 
to be analyzed for their literary, linguistic 
and cultural content. 

Master of Arts Degree in Teaching 

Offered in cooperation with the School of 
Education, this program is designed to pro- 
vide certification and continued profes- 
sional development for secondary school 
teachers of French, Italian or Spanish. 

Candidates for the M.A.T. in Romance 
Languages and Literatures must earn 15 
credits in their target language. Consult the 
Departmental Graduate Handbook concern- 
ing other requirements. 

All candidates are expected to demon- 
strate oral proficiency at the Intermediate 
High level of the ACTFL Scale in an inter- 
view with a designated faculty member. 
This requirement must be met before the 
students are admitted to the oral compre- 
hensive examination. 

The one-hour oral comprehensive exami- 
nation covers the candidate's course work 
and five short literary works chosen in con- 
sultation with the student's advisor. 

The Doctor of Philosophy Degree 

The Department of Romance Languages and Lit- 
eratures offers doctoral students a course of study 
specially adapted to individual needs and designed 
to train effective scholars and teachers. Students 
may structure their programs according to one of 
two distinctive models: 

Plan I: Ph.D. in French or Spanish Lit- 
erature and Culture: Students structure 
their programs according to a vertical spe- 
cialization that gives broad coverage 
through the chronological development of 
one Romance language, literature, and cul- 
ture (French or Spanish). 

Plan II: Ph.D. in Romance Literatures: 
Students structure their programs accord- 
ing to a lateral specialization that focuses 
on one period or genre in three different lan- 
guages and literatures. 

Plan I: Ph.D. in French or Spanish Literature and 
Culture 

• Broad Chronological Coverage: 

With the help of their advisors, students 
select courses to develop broad coverage 
of their major literature from the Middle 
Ages to the present. Given the nature of 
the comprehensive examinations, students 
are encouraged to take courses in all cen- 
turies. 

• Specialization: In addition to develop- 
ing general competence, students special- 
ize in a period according to one of the fol- 
lowing options: 

a) French: any two consecutive centuries. 
(Exceptions involving non-consecutive cen- 
turies are possible, with the approval of the 
advisor and the Director of Graduate Stud- 
ies). 

b) Spanish: Middle Ages and Renaissance, 
Golden Age, Nineteenth and twentieth cen- 
turies and Spanish-American literature 



(Exceptions to these options are pos- 
sible, with the approval of the advisor and 
the Director of Graduate Studies.) 

• Related Graduate Courses: With the 
approval of their advisors, students may 
include in their doctoral program up to six 
credits earned in related courses, if they are 
relevant to their field of specialization. 
These may include graduate courses in 
other Romance or non-Romance literatures, 
language pedagogy, Fine Arts, History, Phi- 
losophy, etc. 

Plan II: Ph.D. in Romance Literatures 

• Lateral Coverage: Early in the pro- 
gram, the student should formulate a co- 
herent program of studies in consultation 
with the advisor. Students select three 
Romance literatures and a period or genre 
that merits investigation across linguistic 
and national boundaries. The student may 
elect a non-Romance literature as the third 
literature with the approval of the advisor 
and the Director of Graduate Studies. 

• Medieval Studies: Given the particu- 
lar strengths of Boston College, concentra- 
tion in Medieval Studies is an important 
option within this lateral model. Students 
may choose any three of the following lit- 
eratures: Medieval French, Italian, Spanish, 
Provencal, or Latin. Students are encouraged, 
with the approval of their advisor, to include 
extradepartmental courses in their doctoral pro- 
gram: 12 credits if they are entering with a B.A., 
6 credits with an M.A. Boston College has a rich 
array of medieval offerings in Theology, Philoso- 
phy, History, Fine Arts, Literature, and Political 
Science. 

• Language Competence: For admis- 
sion to the Romance Literatures Ph.D., ap- 
plicants must have fluent command of at 
least one Romance language and a working 
knowledge of a second. The student must 
initiate the study of the third language as 
soon as possible, so as to develop gradu- 
ate capabilities in all three literatures within 
the time limits set for the comprehensive 
examinations. 

Admission to the Ph.D. Programs 

• Students with a Master's Degree: 

Students accepted for the doctoral pro- 
gram are granted transfer credit for the 
M.A. or its equivalent, i.e., 30 credits. The 
M.A. equivalency of foreign diplomas is 
determined, whenever necessary, through 
communication with the Bureau of Com- 
parative Education of the Division of Inter- 
national Education, Washington, D.C. 

• Students with a Bachelor's De- 
gree: Students possessing the Bachelor's 
degree, or its equivalent, should achieve 
coverage of their major literature equal to 
that required for our M.A. in French or Span- 
ish. After 30 credits, candidates will be 
evaluated with special attention before 
being allowed to continue on to the Ph.D. 

Degree Requirements 

1. Students earn 60 credits (students en- 
tering with the B.A.) or 30 credits (students 
entering with the M.A.), including 3 credits 



in the History of the Language in French or 
Spanish, and 3 credits in RL 780: Colloquium 
on Literary Theory and Criticism. 

2. Students must maintain an average of B 
or better in their courses. 

3. The student's M.A. program did not in- 
clude a second language examination, a 
translation test will be required as described 
for the M.A. in Literature and Culture. 

4. A reading knowledge of Latin is required 
of all candidates and should be demon- 
strated early in the program. A reading 
knowledge of German is required only for 
candidates in Medieval Studies. 

5. One year of residence is required, in a fall- 
spring or spring-fall sequence. Teaching 
fellows of the Department fulfill the resi- 
dence requirement by taking two courses 
per semester while teaching two. Students 
not engaged in teaching and wishing to ful- 
fill the residence requirement by taking 
three courses per semester must petition 
the Department. During the year of resi- 
dence, the student must be registered at 
the University and he must be engaged in 
a program of course work approved by the 
Department. The residence requirement 
may not be satisfied by the candidate dur- 
ing the year in which he or she is engaged in writ- 
ing his or her dissertation. Students should specify 
in writing to the Director of Graduate Studies 
which two semesters satisfy the residence require- 
ment. 

6. Upon completion of all course work and 
language requirements, the doctoral stu- 
dent must pass oral and written compre- 
hensive examinations. 

7. After passing the comprehensive exami- 
nations, the student discusses a disserta- 
tion topic with his or her thesis director. Us- 
ing the guidelines specified by the Gradu- 
ate School, the student submits an official 
dissertation proposal to the thesis director, 
who then circulates it within the Depart- 
ment for approval. The student will write 
the dissertation under the guidance of the 
thesis director and two readers. Disserta- 
tion topics may include a literary study in 
the field of specialization, a study in com- 
parative Romance literatures, a study in Ro- 
mance philology, a scholarly edition of a 
text with full critical apparatus, and so on. 
The dissertation should be based on origi- 
nal and independent research and demon- 
strate advanced scholarly achievement. 

8. After approval by the thesis director and 
the two readers, the dissertation will be 
defended by the candidate in a one-hour 
oral defense open to the public. 

Financial Assistance 

The following forms of financial assistance 
are available to students of the Depart- 
ment: Teaching Fellowships, and Graduate 
Assistantships. 

Appointments and awards are competi- 
tive. They are based on the candidate's 
background and experience. For those seek- 
ing Teaching Fellowships, a personal inter- 
view is advisable. Students desirous of ob- 



104 • Graduate Arts and Sciences •RoiManceLangu ages 



taining information about the terms of Uni- 
versity financial assistance should consult 
the Financial Aid section of this catalog. 
Those who are interested in government 
grants should address themselves to the 
University Financial Aid Office. 

Further information on the Graduate Pro- 
gram in the Department of Romance Languages 
and Literatures can be found in the Department's 
Graduate Handbook, which may be obtained by 
writing to Boston College, Department of Ro- 
mance Languages and Literatures, Chestnut Hill, 
Massachusetts 02 167. 

COURSE OFFERINGS 

All advanced literature and culture courses 
are open to undergraduate and graduate 
students, with the following distinctions 
generally applied: 400, 500 and 600 level 
courses may be taken by both undergradu- 
ate and graduate students; 700, 800, and 
900 level courses are primarily designed for 
graduate students, but admit especially 
well-qualified undergraduates. 

Offerings in French, 1993-94 

RL 400 Crisis of Conscience in Early Modern Europe 

(S:3) 

The European Reformation, with its search for 
freedom and attempts to determine the human 
means of access to the divine, gave rise to enor- 
mous tension, spiritual energy, intellectual activ- 
ity, literary and artistic creativity. Universal in 
scope, this "crisis of conscience" asserted itself in 
France from the 16th to the 18th centuries with 
effects both local and international, immediate 
and far-reaching. 

This course will examine essays, docu- 
ments and fictional works; paintings and 
engravings; maps and sermons which bear 
witness to the esprit de la Re forme in 
France. Special attention will be given to 
American echoes of France's guerres de 
religion, reports from the Jesuit missions, 
and the social and intellectual impact of the 
Huguenot diaspora. Recommended for stu- 
dents specializing in French culture. Con- 
ducted in French. Jeff Flagg 

Betty T. Rahv 

RL41 1 Masterpieces of Medieval French Literature 

I (F: 3) 

This mini-survey of Old French literature 
includes works from the 12th through the 
15th c, which introduce students to some 
of the major types of medieval story-tell- 
ing: epic, romance, lyric and narrative po- 
etry, fabliaux and short stories. No previ- 
ous experience with medieval literature is 
required. Readings are in modern French 
translations where appropriate. Conducted 
in French. Matilda T. Bruckner 

RL41 2 Masterpieces of Medieval French Literature 

II (S:3) 

This course may operate as a follow-up to 
RL 41 1 or it may be taken independently 
as an introduction to medieval French lit- 
erature. It is designed to introduce a series 
of changing topics which focus on differ- 
ent areas and issues in Old French literature. The 



topic for 1993 is "Arras as a Literary Center in 
1 3th c. France." Major authors include Jean Bodel 
and Adam de la Halle. Their works offer a daz- 
zling variety from lyric and narrative poetry to 
epic and theater. No previous experience with 
medieval literature is required. Readings are in 
modern French translations where appropriate. 
Conducted in French. Matilda T. Bruckner 

RL 435 1 7th-Century French Tragedy: 'Cette 
f lamme noire' (S: 3) 

An extensive survey of seventeenth-century trag- 
edy, the (tortured) soul of the French classicism. 
This course will focus on the inter-related prob- 
lems of morality, destiny, and esthetics as they 
affect the construction of the early-modern 'hero.' 
Greatest attention will, of course, be given to the 
works of the genre's masters, Corneille and 
Racine. In addition, we will read challenging 
works by their precursors and contempo- 
raries, Theophile de Viau and Rotrou. Con- 
ducted in French. Stephen Bold 

RL 439 1 7th-century French Comedy and 
Satire: Laughing through the Classical Age (F:3) 

This course will focus on the sometimes lighter 
side of the 'grand siecle.' Through the reading of 
the satires of Boileau, the Fables and Contes of La 
Fontaine, and most of all the comedies of Moliere, 
we will attempt to discover who was laughing and 
why in this century too often noted for its great 
seriousness. Emphasis will be given to the social 
and esthetic statute of these poetes avtte's, the ori- 
gins and limits of their literary domain, and the 
role they played in filling out the portrait of an 
age. Conducted in French. Stephen Bold 

RL 446 Social Mobility in the 1 8th-Century 
French Novel (F: 3) 

This course examines the question of so- 
cial mobility in the 18th-century novel. We 
will study the notion of the voyage as a 
metaphor for acquiring knowledge and so- 
cial status. We will focus in particular on the 
ways in which questions of social origin, 
class, and education are treated. Works by 
Lesage, Marivaux, Crebillon fils, Diderot, 
Prevost, and Restif de la Bretonne will be 
read. Conducted in French. 

Ourida Mostefai 

RL 45 1 Romanticism in French Literature (S: 3) 

A study of Romanticism in French poetry, 
drama, and narrative literature of the nine- 
teenth century, with detailed analysis of the 
masterpieces. The poetry read will be 
anthological selections from the works of 
Lamartine, Musset, Vigny, and Hugo. In ad- 
dition, students will read Chateaubriand's 
Atala and Rene'; Balzac's Eugenie Grandet; 
Stendhal's Le Rouge et le Noir; Sand's La 
Petite Fadette; Merimee's Carmen; Vigny's 
Chatteron; Musset's Lorenzaccio. The 
anthological selections will come from 
Clouard, Leggewie, Anthologie de la 
litterature francaise (I); for Chateaubriand, 
Balzac, Stendhal, and Sand, the Flammarion 
editions will be used; for Merimee, the livre de 
poche edition; for the plays of Musset and Vigny, 
the Classiques Larousse editions. Conducted in 
French. 

Norman Araujo 



RL 457 Passion Staged and Upstaged: The 
Nineteenth-Century French Theater (F: 3) 

A study of Romanticism, Realism, and Natu- 
ralism in French drama of the nineteenth 
century. Students will read Stendhal's 
Racine et Shakespeare; Hugo's Preface de 
Cromwell and Ruy Bias; Henri III et sa cour 
by Dumas pere; Musset's Les Caprices de 
Marianne and Lorenzaccio; Vigny's 
Chatterton; Scribe's Le Verre d'eau; La 
Dame aux Came'lias by Dumas fils; Augier's 
Le Gendre de M. Poirier; Becque's Les 
Corbeaux, and Rostand's Cyrano de 
Bergerac. For the most part, Classiques 
Larousse editions of the plays will be used. 
When such editions are not available, 
anthological collections and/or reserved 
materials in the O'Neill Library will be used. 
Conducted in French. 

Norman Araujo 

RL 475 "What is Literature?": The Twentieth- 
Century Debate in France (S: 3) 

This course will examine some of the semi- 
nal attempts on the part of twentieth-cen- 
tury French authors and thinkers to respond 
to the definitional question of literary lan- 
guage and its relation to other modes of 
experience and activity. Beginning with 
Sartre's essay, Qu'est-ce que la litterature, 
the course will work backwards to Breton 
and Paulhan, and forwards to Blanchot and 
Bataille, ending with a look at the more re- 
cent fate of the question in the hands of 
Sollers, Kristeva, and Derrida. Conducted in 
French. Kevin Neuomark 

RL 703 La phonetique francaise (S: 3) 

This course has two objectives: (1) to help stu- 
dents acquire a correct, standard French pronun- 
ciation, and (2) to introduce students to French 
phonology. Emphasis will be placed on the 
articulatory and acoustical features of French 
sounds, the comparisons between French and 
English pronunciation. The course also will ex- 
plore the relationship between French sounds and 
specific grammatical features, as well as the rela- 
tionship between these sounds and their written 
representation. This course is particularly recom- 
mended for students who wish to improve their 
pronunciation and for those planning to teach 
French to speakers of English. Rebecca Valette 

RL 704 Advanced French Stylistics (F: 3) 

This course will undertake an intensive 
analysis of various writings in French in or- 
der to make students more attentive to the 
particularities of French expression. Texts 
will be chosen from among such authors as 
Barthes, Queneau, Colette, and Flaubert, as 
well as from journalistic and literary critical 
essays. Student exercises will consist in translation, 
pastiche, stylistic analysis, and prose composition. 
Conducted in French. 

Kevin Newmark 

RL 723 Poet's Lyre: 1 6th-Century French Poetry 

(F:3) 

Innovations introduced into French lyric poetry 
by 16th-century poets may best be understood by 
comparing the metaphysical expression of l'Ecole 
lyonnaise (Sceve), the classical perspective of the 



Graduate Arts and Sciences* Romance Languages • 10 5 



Pleiade (Ronsard, du Bellay), and the baroque vi- 
sion of the turn of the century (d'Aubigne). The 
aesthetic concept of "Inspiration" is introduced 
into French literature for the first time by these 
poets, while the more classical concept of "Imi- 
tation" is fully developed. Conducted in French. 

Betty T. Rahv 

Projected French Offerings, 1 994-95 

RL 403 Introduction to Linguistics for Students of 
French Literature (F: 3) 

Stephen Bold 

RL 404 Paris: Le Quartier du Marais (S: 3) 

Betty T. Rahv 
RL 427 Studies in Montaigne (S: 3) 

Betty T. Rahv 

RL 431 Masterpieces of 17th-century French 
Literature (F: 3) 

Stephen Bold 

RL 437 1 7th-Century French Moralists: The 
Politics of Passion (S: 3) 

Stephen Bold 

RL 441 The Age of Enlightenment: Theory or 
Fiction (F: 3) 

Ourida Mostefai 

RL 444 Diderot: Philosopher, Novelist, 

& Critic (S: 3) 

Ourida Mostefai 

RL 452 Realism in French Literature (S: 3) 

Norman Araujo 

RL 459 Orpheus as Satyr and Swan in 19th- 
century French Poetry (F: 3) 

Norman Araujo 

RL 477 The French Novel in the 20th-century 

(F:3) 

Kevin Newmark 
RL 479 20th-century French Poetry (S: 3) 

Kevin Newmark 

RL 480 Autobiography/ Autocriticism (F: 3) 

Betty T. Rahv 

RL 490 Fictional Heroines/Ravages of Amour 
Passion (S: 3) 

Matilda T. Bruckner 

RL 705 History of the French Language (S: 3) 

Laurie Shepard 

RL 713 Birth of Medieval Vernacular Lyric: 
Provencal Poetry & the Flowering of Fin'amor (F: 3) 

Matilda T. Bruckner 

RL 733 1 7th-Century French Comedy & Satire 

(S:3) 

Stephen Bold 

Projected French Offerings, 1995-96 

RL 400 Crisis of Conscience in Early Modern 
France (S: 3) 

Jeff Flagg 
Betty T. Rahv 

RL 41 1 Masterpieces of Medieval French 
Literature I (F: 3) 

Matilda T. Bruckner 

RL 412 Masterpieces of Medieval French 
Literature II (S: 3) 

Matilda T. Bruckner 



RL 425 Studies in Rabelais (F: 3) 

Betty T. Rahv 
RL 432 1 7th-Century French Novel (S: 3) 

Stephen Bold 

RL 435 Tragic Heroes of 1 7th-Century French 
Literature (F: 3) 

Stephen Bold 

RL 445 Novel Writing in 1 8th-Century France: 
The Art of Disavowal (F: 3) 

Ourida Mostefai 
RL 448 The French Revolution (S: 3) 

Ourida Mostefai 

RL 458 Contes et Nouvelles in the 19th Century 

(S:3) 

Norman Araujo 

RL 468 20th-century French Theater (F: 3) 

Kevin Newmark 
RL 475 20th-century "What is Literature?" (S:3) 
Debate is French. 

Kevin Newmark 

RL 752 Mirror or Mirage in the Realistic Novel 

(F:3) 

Norman Araujo 
Offerings in Italian, 1993-94 

RL 506 Dante: La Divina Commedia (F: 3) 

Dante describes his masterpiece as an ethi- 
cal work and we will study the Commedia 
from that perspective. The entire Divina 
Commedia will be assigned. Study questions 
will be distributed to guide the reading of 
the text. Class discussion will mostly focus 
on those cantos in which Dante implores 
and exhorts the Italian people to reform the 
Church and state. Conducted in Italian. 

The Department 

RL 5 1 6 Boccaccio and Petrarca (S: 3) 

Petrarca's Canzoniere and Secretum, and 
Boccaccio's Decameron will be the princi- 
pal texts of this seminar. The course will 
concentrate on the extraordinary thematic, 
linguistic and poetic innovation of these two 
great Italian authors of the fourteenth cen- 
tury. Conducted in Italian. 

The Department 

RL 544 Italian Comic and Tragic Theatre of the 
1 8th Century (S: 3) 

This course involves an in-depth study of 
the major plays of C. Goldoni and V.Alfieri. 
Thematic concerns, generic forms, charac- 
ter portrayal, moral and social values and 
ideas will be discussed in relation to the 
intellectual and literary trends of the period. 
Conducted in Italian. 

Rena Lamparska 

RL 568 The Theater of Pirandello (F: 3) 

The course will focus on the theatrical works by 
Luigi Pirandello, recipient of the Nobel Prize for 
literature and a giant of the theatrical art of the 
early 20th century. As we read and discuss 
Pirandello's plays, we will learn about the revo- 
lutionary impact he had on the development of 
the European theatre. We will examine and dis- 
cuss the main Pirandellian themes, his concept of 
interrelation between art and life, literature and 
theater, and his view of the role of the actor and 



of the audience in drama. We will view M. 
Bellocchio's film adaptation of Pirandello's Henry 
IV and discuss Pirandello's view of the author- 
director-actor relation in the wider context of 
contemporary interests. Conducted in Italian. 

Rena Lamparska 

RL 803 Advanced Italian Stylistics (F: 3) 

The course will focus on the development 
of graduate students' writing skills. In ana- 
lyzing a variety of texts by contemporary 
Italian authors, emphasis will be placed on 
the relationship between linguistic struc- 
tures and stylistic choices. Conducted in 
Italian. Cecilia Mattii 

Projected Italian Offerings, 1994-95 

RL 521-522 Masterpieces of the Italian 
Renaissance I & II (F: 3-S: 3) 

Laurie Shepard 

RL 553 19th-century Italian Literature 
(Romanticism and Verismo) (F: 3) 

Rena Lamparska 

RL 569 20th-century Italian Novel 
(Decadentismo and Contemporary Novel) (S: 3) 

Rena Lamparska 

Offerings in Spanish, 1993-94 

RL 657 19th-century Liberates yRomanticos 

(S: 3) 

The course intends to examine the interac- 
tions between the Spanish romantic au- 
thors and the politics of the time. The works 
of Larra, Duque de Rivas, Zorilla, Espronceda 
and Becquer will be studied in the context 
of the origins and development of Spanish 
Liberalismo: The Afrancesados, Napoleon's 
invasion of Spain, the Cortes and 
Constitucidn de Cadiz, the rule of Fernando 
VII and Isabella II". Although the emphasis 
will be in the close readings of the texts, 
consideration will be given to the classic, 
as well as the most recent critical studies 
of the Spanish Romanticism. Conducted in 
Spanish. J. Enrique Ojeda 

RL 678 Civilization and Barbarism: Early 
Spanish American Novelists (S: 3) 

Study and discussion of representative nov- 
elists of the early twentieth century. The 
historical circumstances and the socio-po- 
litical climate that motivated the writers will 
be considered. Special attention will be 
given to the structure of selected novels 
and the author's techniques for integrating 
history into fiction or fiction into history. Among 
those read will be Azuela, Rivera, Bombal, 
Gallegos, Guiraldes, Uslar Pietri, and Barrios. 
Conducted in Spanish. 

Harry L. Rosser 

RL 683 Golden Age Offering: (Title to be 
Announced) (F: 3) 

Conducted in Spanish. The Department 

RL 684 Golden Age Offering: (Title to be 
Announced) (S: 3) 

Conducted in Spanish. The Department 



106 • Gr.\duateArtsandScienc:f.s , Romv\'ceLanguages.and Literatures 



RL 693 Introduction to 20th-century Spanish 
Literature (F:3) 

A general introduction to 20th-century 
Spanish literature. The first part of the se- 
mester covers the years between 1898 and 
1939. The second half focuses on postwar 
literature up to 1980. Readings include se- 
lected works (essay, novel, poetry or the- 
ater) written by major authors of each pe- 
riod. Conducted in Spanish. 

Irene Mizrahi 

RL 901 Stylistics Analysis (F: 3) 

This seminar develops graduate students' 
writing skills in the context of their forth- 
coming professional activities as composi- 
tion teachers and scholarly writers. Course 
material will include analysis of various writ- 
ing styles of well-known Hispanic authors. 
Writing intensive. Required for the M.A.T. 
and M.A. in Language and Culture. Optional 
for the Ph.D. and other M.A. programs. Con- 
ducted in Spanish. The Department 

RL 905 History of the Spanish Language (S: 3) 

The focus of this course will be the evolution of 
medieval Spanish from Latin. Although most at- 
tention will be given to the period from ca. 1000 
to 1500, later linguistic developments will also be 
studied. The course is divided into two main parts: 
phonology and morphology, with a brief look at 
dialectology. There will be abundant exercises to 
supplement the lectures. Students will benefit from 
having at least some acquaintance with Latin. 
Conducted in Spanish. 

Guillermo Guitarte 

RL 910 Sex, Lies, and Manuscripts: The Libro de 
Buen Amor and Celestina (F: 3) 

This is an in-depth examination of two medieval 
Spanish masterpieces. Attention will be given to 
sources, social and historical context, and modern 
critical approaches. Major research paper and oral 
presentation required. Conducted in Spanish. 

Divayne E. Carpenter 

RL 960 Against Authority: 20th-century Spanish 
Poetry (S: 3) 

The course encompasses: modernismo, 
vanguardias, anos veinte, guerra civil and 
postguerra (including poesfa social, promotion de 
los cincuenta, and the "novfsimos"). While the 
emphasis is on Spanish poetry, an in particular, the 
evolution of its anti-authoritarian manifestations 
from the end of the 19th century, there will be 
regular considerations of criticism and current lit- 
erary theory. Conducted in Spanish. 

Irene Mizrahi 

RL 980 Spanish Visions of America: Old Texts 
and New Perspectives (F: 3) 

A study of major prose writers and poets whose 
works contributed to the formation of a cultural 
synthesis and regional identity in Colonial Latin 
America. Attention is given to Spanish literary 
currents and the ways in which they evolved in the 
New World. Indigenous artistic expression will be 
considered, as will the literature of the Exploration, 
the Enlightenment, and the Romantic movement. 
Oral reports and critical essays will be an integral 
part of the course. Conducted in Spanish. 

Harry L. Rosser 



Projected Spanish Offerings, 1994-95 

RL 656 Medieval Spanish Literature (S: 3) 

Divayne E. Carpenter 
RL 663 Contemporary Spanish Novel (S: 3) 

Irene Mizrahi 

RL 669 Escritoras Hispdnicas (S: 3) 

Elizabeth Rhodes 

RL 670 Spanish American Civilization (S: 3) 

Harry L. Rosser 
RL 691 Spanish Lyric Poetry (F: 3) 

Dwayne E. Carpenter 
RL 934 Golden Age Religious Literature (F: 3) 

Elizabeth Rhodes 
RL 958 Age of Galdos (S: 3) 

J. Enrique Ojeda 

RL 964 The Limits of Imagination: 20th-century 
Spanish Metaliterarure (F: 3) 

Irene Mizrahi 

RL 982 Spanish American Short Story (S: 3) 

Harry L. Rosser 

Projected Spanish Offerings, 1995-96 

RL650 Social and Intellectual History of Medieval 
Spain (S: 3) 

Dwayne E. Carpenter 

RL 655 Andean Novel (F: 3) 

J. Enrique Ojeda 

RL 693 Introduction to 20th-century Spanish 
Literature (F: 3) 

Irene Mizrahi 

RL 694 Textual Embodiments: Literary 
Adaptations in Contemporary Spanish Films 

(S:3) 

Irene Mizrahi 
RL 901 Stylistics Analysis (F: 3) 

Elizabeth Rhodes 
RL 905 History of the Spanish Language (F: 3) 

Dwayne E. Carpenter 

RL 939 Early Modern Spanish Culture (S:3) 

Elizabeth Rhodes 

RL 961 The Dynamics of Dissent in the Spanish 
American Novel (F: 3) 

Harry L. Rosser 

RL 962 Modernismo y Vanguardia: The Swan 
and The Owl — The Lyric Poetry of Spanish 
America (S:3) 

J. Enrique Ojeda 

RL 965 Women Playwrights of Today's Spain 

(F:3) 

Irene Mizrahi 



Language and Methodology Courses 
Offered in English, 1993-94 

RL 495 (ED 303) Second Language Acquisition 

(F: 3) 

A review of recent research in second language 

acquisition and its application to the classroom. 
Emphasis is placed on techniques for developing 
proficiency in listening, speaking, reading and 
writing. Students will analyze available audio-vi- 
sual materials and learn how to integrate these 
ancillaries into their instruction. This course ful- 
fills the Massachusetts certification requirements 
in Secondary Methods. Rebecca Valette 

RL 780 Colloquium: Modern Literary Theory 
and Criticism (S: 3) 

This course will examine some of the major de- 
velopments in the constitution of literary theory 
as an integral part of the interpretation and un- 
derstanding of literature in the twentieth century. 
It will begin with Saussure's Course in General 
Linguistics in order to trace the various require- 
ments for any reliable metalanguage for literary 
study as well as for the other humanities. Authors 
to be considered include the following: Saussure, 
Levi-Strauss, Jakobson, Barthes, Ricoeur, 
Bakhtin, Lacan, Derrida, Irigaray, de Man, 
Geertz, Clifford. Conducted in English. 

Kevin Newmark 

Projected Offerings in Language and 
Methodology Courses, 1 994-95 

RL 495 Second Language Acquisition (F: 3) 

Rebecca Valette 

RL 498 Oral Proficiency Testing (S: 3) 

Rebecca Valette 

RL 572 The Comparative Development of the 
Romance Languages (S: 3) 

Laurie Shepard 



Graduate Arts and Sciences • Slavic and Eastern Languages • 10 7 



Slavic and Eastern Languages 



FACULTY 

Lawrence Jones, Professor Emeritus; 
A.B., Lafayette College; M.A., Columbia Univer- 
sity; Ph.D., Harvard Universtiy 

Michael J. Connolly, Associate Professor, Chair- 
person of the Department; A.B., Boston College; 
Ph.D., Harvard University 

Michael B. Kreps, Associate Professor; Diploma, 
Leningradskij gosudarstvennij universitet; M.A., 
Ph.D., University of California (Berkeley) 

Margaret Thomas, Assistant Professor; 
B.A. Yale University; M.Ed., Boston Univer- 
sity; A.M., Ph.D., Harvard University 

Jovina Y. H. Ting, Adjunct Assistant 
Professor; A.B., Guoli Taiwan Daixue; M.A., 
Kent State University; M.A., Harvard Uni- 
versity; Ph.D., New York University 

PROGRAM DESCRIPTION 

The Department administers three differ- 
ent Master of Arts degree programs: 
Russian Language and Literature 
Slavic Studies 
General Linguistics 

Additionally the Department participates in a 
program for the Master of Arts in Teaching 
(MAT.) with the Graduate Division of the 
School of Education. 

Each semester the Department offers a 
program of high-level graduate courses in 
St Petersburg at the prestigious Institut 
russkoj literatury (Pushkinskij dom) of the 
Russian Academy of Sciences. Full-time 
Boston College graduate tuition covers four 
courses in this program, air travel, private 
room and board in a Russian family, and a 
cultural-activity program. Details on this 
BC/IRL study/research program are avail- 
able from the Department. 

Admission 

For admission to M.A. candidacy in Russian 
or Slavic Studies, students must be able to 
demonstrate a working knowledge of the 
Russian language equivalent at the very 
least to the proficiency expected at the end 
of three years (advanced level) of college 
study. They must also be acquainted with 
the major facts of Russian literature and 
history. 

Students applying in General Linguistics, a pro- 
gram which stresses structural, semiotic and 
philological techniques with an emphasis on the 
interdisciplinary nature of Linguistics (i.e., not re- 
stricted to Slavic topics), should have a good 
preparation in languages, modern and ancient, 
some undergraduate-level work in Linguistics, 
and have done introductory work in the intended 
areas of concentration (e.g., psychology, 
speech therapy, mathematics). 



Since Slavic Studies and Linguistics pro- 
grams involve a significant proportion of 
work in other departments of the Univer- 
sity, candidates in these areas would be 
expected to meet the prerequisites for all 
such courses and seminars. 

Students must also be prepared, in the course 
of studies, to deal with materials in various lan- 
guages as required. A reading knowledge of 
French and German will almost always be needed, 
plus Latin and Greek for linguists. 

The Department welcomes, but does 
not require, Graduate Record Examination 
scores. 

Students with an undergraduate degree 
who require preparation for admission to 
the M.A. may apply as special students. This 
mode of application is suited to those who 
are looking for post-undergraduate courses 
without enrolling in a formal degree pro- 
gram and for guests from other universities 
who are enrolling in the BC/IRL St Peters- 
burg program. 

Degree Requirements 

All programs require as follows: 

• a minimum of ten one-semester courses 
(thirty credits) in prescribed graduate-level 
course work; 

• three qualifying examinations, which a 
student must have passed by the end of 
the first year of full-time study or its equiva- 
lent; 

• two special-field examinations; 

• a supervised research paper of publish- 
able quality on an approved topic. 

The grades for the qualifying examina- 
tions, special-field examinations, and the 
research paper are reported to the Regis- 
trar as a single comprehensive-examination 
grade. Comprehensive examination sectors 
are in written or oral format, depending on 
the nature of the subject matter. 

The Department has exemption procedures 
to allow limited substitution of requirements. A 
student may apply up to two courses (6 credits) 
of advanced work at other universities or research 
institutes toward program requirements if this 
work has not been previously applied to an 
awarded degree. 

COURSE OFFERINGS 

Graduate-level courses offered annually are 
so marked; all other courses are offered as 
parts of varying course cycles, and infor- 
mation for any given year may be found in 
the Registrar's Schedule of Courses. 

Courses numbered below 300 do not 
normally apply for graduate degree credit 
but are open to interested graduate and 
special students. Full descriptions of such 
courses appear in the Undergraduate Cata- 
log. 



SL 009-010 Elementary Chinese I/II 

SL 023-024 Elementary Japanese I/II 

SL 027-028 (EN 093-094) Introduction to 

Modern Irish I/II 

SL 033-034 Elementary Russian (Intensive) 

MI 

SL 051-052 Intermediate Russian I/II 

SL 061-062 Intermediate Chinese I/II 

SL 063-064 Intermediate Japanese 

SL 065-066 Continuing Arabic I/II 

SL 067-068 (EN 097-098) Continuing 

Modern Irish I/II 

SL 117 (EN 117) English Grammar Review 

for Foreign Students 

SL 118 (EN 118) 

An Introduction to Academic Resources 
(for Foreign Students) 
SL 119 (EN 119) The Craft of Writing (for 
Foreign Students) 

SL 120 (EN 120) The Study of Literature 
(for Foreign Students) 
SL 157-158 Praktika russkoj rechi I/II 
SL 163-164 Chukyu kaiwa I/II 
SL 165-166 Zhongji kouyu I/II 
SL 205 Tolstoy and Dostoevsky (in trans- 
lation) 

SL 206 (EN 206) (SC 206) Language, So- 
ciety, and Communication 
SL 216 (EN 552) Poetic Theory 
SL 221 (TH 198) The Language of Liturgy 
SL 222 Classics of Russian Literature (in 
translation) 

SL 227 Advanced Russian Grammar 
SL 230 Russian Literature of the Fantastic 
(in translation) 
SL 234 The Polish Language 
SL 240 The Contemporary Russian Novel (in 
translation) 

SL 243 Image and Icon in Russian Litera- 
ture (in translation) 
SL 245-246 Advanced Chinese I/II 
SL 257-258 Advanced Japanese I/II 
SL 260 (EN 100) Advanced Readings in Modern 
Irish 

SL 261 Love and Nature in Far Eastern Lit- 
eratures (in translation) 
SL 262 Gods and Men in Far Eastern Litera- 
tures (in translation) 
SL 263 Far Eastern Civilizations 
SL 264 The Western Discovery of the East 
SL 265 The Dissonant Muse 

SL 307 Russian Drama (3) 

A close study of selected works in this genre from 
Fonvizin through Tolstoj, Chexov, Blok and 
Majakovskij to the modern theater. The structure 
of the drama and the techniques of the 
romantic and the realist will be examined. 
Lectures and readings entirely in Russian. 
Offered triennially 

Michael B. Kreps 



108* 



Graduate Arts and Sciences • Slavic and Eastern Languages 



SL 308 Dostoevski j and Tolstoj 

A study and analysis of realism in the works of two 
of Russia's most influential writers. Readings and 
selected criticism. Conducted in Russian. 
Offered triennially Michael B. Kreps 

SL 31 1 (EN 527) General Linguistics (F: 3) 

An introduction to the history and techniques of 
the scientific study of language in its structures 
and operations: articulatory and acoustic phonol- 
ogy, morphological analysis, historical recon- 
struction, and syntactic models. 
Offered annually M.J. Connolly 

SL 316 Old Church Slavonic (F: 3) 

The origins and development of the Slavic 
languages; the linguistic structure of Old 
Church Slavonic and its relation to modern 
Slavic languages illustrated through read- 
ings in Old Church Slavonic texts. 

Recommended: Prior study of a Slavic language. 
Offered biennially M.J. Connolly 

SL 317 Old Russian (F: 3) 

An intensive study of the grammar and 
philology of Old Russian and early East 
Slavic; readings in Russian secular and reli- 
gious texts from the Kievan period through 
the seventeenth century; Russian Church 
Slavonic as a liturgical language. 

Recommended: Prior study of a Slavic language. 
Offered biennially M.J. Connolly 

SL 320 Pushkin and Gogol' 

Close readings of the major works of Pushkin and 
Gogol' as well as related works of Lermontov. 
Individual literary techniques and styles are stud- 
ied against the background of Russian romanti- 
cism and the transition to Russian realism. Con- 
ducted in Russian. 
Offered triennially Michael B. Kreps 

SL 321 Turgenev and his Contemporaries 

The aesthetic and ideological values of 
Turgenev's works; Turgenev's role in liter- 
ary circles of the mid- 19th century in Rus- 
sia and abroad. Students also explore writings of 
the period (e.g,. Goncharov and Ostrovskij) for 
their polemical and ideological content. Con- 
ducted in Russian. 
Offered triennially Michael B. Kreps 

SL 323 (EN 121) The Linguistic Structure of 
English (F: 3) 

An analysis of the major features of con- 
temporary English with some reference also 
to earlier versions of the language: sound 
system, grammar, structure and meanings 
of words, properties of discourse. 

Recommended: Previous or simultaneous 
course work in Linguistics or in the history of the 
English language. 
Offered annually. Margaret Thomas 

SL 325 (EN 528) Historical Linguistics (S: 3) 

The phenomenon of language change and of lan- 
guages, dialects, and linguistic affinities, examined 
through the methods of comparative linguistics 
and internal reconstruction. 
Offered triennially M.J. Connolly 

SL 327 Sanskrit (S: 3) 

The grammar of the classical language of India, 
supplemented through reading selections from 



the classical literature and an introductory study 
of comparative Indo-Iranian linguistics. 
Offered triennially M.J. Connolly 

SL 328 Classical Armenian (S: 3) 

A grammatical analysis of Armenian grabar, the 
classical literary language current from the fifth 
century A.D. Sample readings from the Classical 
Armenian scriptural, patristic, liturgical, and his- 
torical texts. 
Offered triennially M.J. Connolly 

SL 332 The Russian Short Story (3) 

The development and structure of the Rus- 
sian rasskaz and povest' from the 16th 
through the 20th centuries. Readings in 
Russian. 
Offered triennially Lawrence G. Jones 

SL 333 Introduction to the West Slavic 
Languages (S: 3) 

A grammatical and phonological study of a 
featured West Slavic language (Czech, Pol- 
ish or Slovak), structural sketches of the 
other West Slavic languages, inductive 
readings in West Slavic texts. 

Recommended: Prior study of a Slavic 
language. Offered biennially 

Lawrence G. Jones 

SL 334 Introduction to the South Slavic 
Languages (S: 3) 

A grammatical and phonological study of a 
featured South Slavic language (Serbo- 
Croatian, Bulgarian, Slovenian or 
Macedonian), structural sketches of the 
other South Slavic languages, inductive 
readings in South Slavic texts. 

Recommended: Prior study of a Slavic language. 
Offered biennially Lawrence G. Jones 

SL 339 (EN 234) Semiotics and Structure 

Theoretical and practical considerations for the 
use of modern semiotic and structural techniques 
in the analysis of paralinguistic systems, literature, 
mythology and other products of social commu- 
nication. 
Offered triennially Lawrence G. Jones 

SL 342 Seminar in Russian Poetry (3) 

Detailed study of the style, structure and thematic 
content of works from a selected group of Rus- 
sian poets. Texts in Russian. 
Offered biertnially Lawrence G. Jones 

SL 343 (EN 512) Old Irish (S: 3) 

A descriptive and historical examination of the 
linguistic features of Old Irish among the Celtic 
and Indo-European languages; the reading of 
Early Irish texts. 
Offered triennially M.J. Connolly 

SL 344 (EN 392) Syntax and Semantics (S: 3) 

An introduction to the concepts and operations 
of modern transformational-generative grammar 
and related models. Linguistic theories of mean- 
ing. 

Offered biennially M.J. Connolly 

Margaret Thomas 

SL 348 Chexov (3) 

A close reading in Russian of some of Chexov's 
major prose, along with a survey of the critical 
literature on his works and a brief study of the 



influence of his style on later Russian writers. 
Offered triennially Lawrence G. Jones 

SL 349 Advanced Russian Writing and 
Translation (S: 3) 

A study of the subtleties of Russian syntax, vo- 
cabulary and style through extensive analytic 
reading and through both imitative and original 
writing; the theory and practice of preparing re- 
fined translations both from and into Russian. 
Conducted entirely in Russian. 
Offered annually Michael B. Kreps 

SL 352 Russian Literary Humor and Satire 

A survey of theories of humor with readings from 
selected Russian satirical and comic literature 
from the 18th to the 20th century. Conducted 
entirely in Russian. 
Offered triennially Michael B. Kreps 

SL 353 Romantizm v russko literature 

A study of Romanticism in Russian poetry, drama, 
and narrative literature of the 19th century. A 
close analysis of the features of this literary move- 
ment in works of Zhukovskij, Marlinskij, Pushkin, 
Lermontov and others. Romantic literature as a 
genre within a larger European framework. Con- 
ducted entirely in Russian. 
Offered triennially Michael B. Kreps 

SL 358 The Linguistic Structure of Japanese 

The phonological and writing systems of 
Japanese and their origins; fundamentals of 
Japanese syntax and characteristics of 
Japanese vocabulary. 

A linguistic outline of the Japanese language 
for students with some previous exposure to Lin- 
guistics or to Japanese (but not necessarily to 
both). 
Offered biennially Margaret Thomas 

SL 360 (EN 660) The Teaching of English as a 
Foreign Language (S: 3) 

An overview of the field of foreign-language 
learning and teaching from a linguistic per- 
spective with an emphasis on the problems 
connected with the teaching of English to 
non-native speakers. An examination of the 
relationship between views on the nature 
of language and different approaches to 
language teaching. Supervised experience 
in the teaching of English. 
Prerequisite: SL 323/EN 121 or equivalent. 
Offered annually. Margaret Thomas 

SL 361 (PS 261) Psycholinguistics 

An exploration, from a linguistic perspec- 
tive, of some classic issues at the interface 
of language and mind. Topics include the 
organization of language in the human 
brain; the acquisition of language acquisition both 
by children and by adults; animal communication; 
the psychological reality of grammatical models; 
the innateness hypothesis; the production, per- 
ception, and processing of speech. 

Recommended: Some background in Linguis- 
tics or Psychology. 
Offered biennially Margaret Thomas 

SL 362 (SC 362, EN 1 22) Language in Society 

An introduction to the study of language in its 
social context: varieties of language associated 
with social class, ethnicity, locale, and age; bilin- 
gualism; pidgin and Creole languages; proposals 



Graduate Arts and Sciences • Sociology • 10 9 



about the relationship of language, thought, and 
culture; the structure and role of discourse in dif- 
ferent cultures. Sociolinguistic issues of contem- 
porary interest, including the following: language 
and gender, language planning, and language and 
public policy. 

Original language-oriented research forms 
an essential part of the course. 
Offered biennially Margaret Thomas 

Research Courses 

The following tutorials and courses of read- 
ing and research are intended solely for 
students who have exhausted present 
course offerings or are doing thesis work 
on advanced topics. The precise subject 
matter and scheduling are determined by 
arrangement and such courses may be re- 
peated for credit. 
SL 390 Advanced Tutorial: Russian 
Language 

SL 391 Advanced Tutorial: Russian 
Literature 

SL 392 Advanced Tutorial: Linguistics 
SL 393 Advanced Tutorial: Chinese 
SL 394 Advanced Tutorial: Slavic 
Linguistics 

SL 395 Advanced Tutorial: Japanese 
SL 791 Russian Literature: Reading and 
Research 

SL 792 Linguistics: Reading and Research 
SL 794 Slavic Linguistics: Readings and 
Research 

SL 888 M.A. Interim Study 
Other courses in the Department's repertory, 
offered on a non-periodic basis, include the fol- 
lowing: 

SL 007-008 Introduction to Arabic I/II 
SL 206 (EN 206) (SC 206) Language, So- 
ciety, and Communication 
SL 225 Russian Folklore (in translation) 
SL 226 Readings in Russian Short Prose 
SL 231 Slavic Civilizations 
SL 233 (EN 571) Applied English Grammar 
and Style 

SL 235 Chekhov's Plays and Stories (in 
translation) 

SL 236 A Survey of Polish Literature (in 
translation) 

SL 237 Sounds of Language and Music 
SL 238 The Language of Computing 
SL 244 (EN 099) The Irish Language 
SL 254 (TH 154) History of Eastern 
Orthodoxy 

SL 305 History of the Russian Language 
SL 306 Russian Literary Research 
SL 312 The Indo-European Languages 
SL 313 Structural Poetics 
SL 3 14 Old Persian and Avestan 
SL 3 1 5 The Czech Language 
SL 322 The Structure of Modern Russian 
SL 335 Early Russian Literature 
SL 337 Comparative Slavic Linguistics 
SL 341 The Study of Russian Literature 
SL 351 Topics in Linguistic Theory 
SL 354 Bulgakov, Pasternak, Solzhenicyn 
SL 355 Linguistics and Computing 
SL 356 Classics in Linguistics 
SL 359 The Structure of Biblical Hebrew 



SL 364 Readings in the History of Arabic Litera- 
ture 

SL 367 (EN 127) Language and 
Language Types 

SL 410 Russkaja proza s 1917-go goda 
SL 41 1 Sovremennaja russkaja poezija 
SL 412 Drama i proza Mixaila Bulgakova 
SL 41 3 Vvedenie v istoriografiju 
SL 414 Tekstologija i paleografija 
SL 415 Sovremennaja russkaja pressa 
SL 416 Istorija nisskoj intellektuaPnoj mysli XXgo 
veka 

SL 417 Rossija v proshlom i v budushchem 
SL 418 Russkaja folkloristika i etnografija 
SL 419 Russkij roman 60yx godov XIX stoletija 
SL 420 Tvorchesti'o Pushkina 
SL 801 MA Thesis Seminar 



O C I O L O G Y 



FACULTY 

Ben Alper, Emeritus Visiting Professor; 
A.B., Certificate., Harvard University 

John D. Donovan, Professor Emeritus; 
A.B., A.M., Boston College; Ph.D., Harvard 
University 

Severyn T. Bruyn, Professor; A.B., 
A.M., Ph.D., University of Illinois 

Charles K. Derber, Professor; A.B., Yale 
University, Ph.D., University of Chicago 

William A. Gamson, Professor; A.B., 
Antioch College, A.M., Ph.D., University of 
Michigan 

Jeanne Guillemin, Professor; A.B., 
Harvard University; A.M., Ph.D., Brandeis 
University 

Lynda Lytle Holmstrom, Professor; 
B.A., Stanford University; A.M., Boston Uni- 
versity; Ph.D., Brandeis University 

David A. Karp, Professor; A.B., Harvard 
College; Ph.D., New York University 

Ritchie P. Lowry, Professor; A.B., A.M., 
Ph.D., University of California at Berkeley 

Stephen J. Pfohl, Professor; B.A., Catho- 
lic University of America; M.A., Ph.D., Ohio 
State University 

David Horton Smith, Professor; A.B., 
University of Southern California; A.M., Ph.D., 
Harvard University 

John B. Williamson, Professor; B.S., 
Massachusetts Institute of Technology; 
Ph.D., Harvard University 

Paul S. Gray, Associate Professor; A.B., 
Princeton; A.M., Stanford University; A.M., 
Ph.D., Yale University 

Sharlene J. Hesse-Biber, Associate 
Professor, Chairperson of the Department; 
A.B., A.M., Ph.D., University of Michigan 



Seymour Leventman, Associate Pro- 
fessor; A.B., Washington State College, 
Chicago; A.M., Indiana University; Ph.D., Uni- 
versity of Minnesota 

Michael A. Malec, Associate Professor; 
B.S., Loyola University; M.S., Ph.D., Purdue 
University 

Paul G. Schervish, Associate Professor; 
A.B., University of Detroit; A.M., North- 
western University; M.Div., Jesuit School of 
Theology at Berkeley; Ph.D., University of 
Wisconsin 

Eve Spangler, Associate Professor; A.B., 
Brooklyn College; A.M., Yale University; 
M.L.S., Southern Connecticut State Col- 
lege; Ph.D., University of Massachusetts 

Diane Vaughan, Associate Professor; 
B.A., M.A., Ph.D., Ohio State University 

PROGRAM DESCRIPTION 

Master's Program 

Admissions: Superior students, regardless 
of their undergraduate area of specializa- 
tion, are encouraged to apply. Applicants 
should submit, in addition to the usual tran- 
scripts and letters of reference, a state- 
ment of purpose and any other information 
which might enhance their candidacy. GRE's 
are recommended but not required. Per- 
sonal interviews, when practical, are desir- 
able. Applications should be forwarded to 
the Graduate School of Arts and Sciences, 
Admissions Office, McGuinn, 221. 

Degree Requirements: 1) thirty credit 
hours, 2) theory proseminar (two semes- 
ters), 3) advanced research methods, 4) bi- 
variate and multivariate statistics (two se- 
mesters), and 5) a Master's paper or the- 
sis. 



1 1 • Graduate Arts and Sciences •Sociology 



Doctoral Program 

Admissions: The Ph.D. program prepares 
students for careers as college and univer- 
sity - faculty and as researchers and decision 
makers in business, the public sector, and not-for- 
profit organizations. The primary criteria for ad- 
mission are academic performance and promise 
of outstanding independent work. (See also 
Master's statement above.) 

Degree Requirements: 1) twenty-four credit 
hours above the M.A. level including one addi- 
tional methods or statistics course; 2) one year 
residency; 3) Ph.D. qualifying examination; and 
4) dissertation and oral defense. 

Program in Social Economy and Social 
Justice (M.A. and Ph.D.) 

The SESJ program at Boston College is de- 
signed for students who wish to combine 
the pursuit of an academic degree with 
active efforts in the fields of social economy 
and/or social justice. The program prepares 
students for careers which integrate the 
worlds of scholarship and social action, 
whether inside or outside academic con- 
texts. The program provides both analytic 
and practical research skills that will help 
students to understand and work in the 
areas of social economy and social justice 
more effectively. 

M.B.A./Ph.D. Program (M.B.A./M.A. also 
offered) 

The Department and the Graduate School 
of Management administer this joint degree 
program, which trains social researchers, 
providing them with a systematic under- 
standing of the business and workplace en- 
vironment, and training managers in social 
research techniques appropriate to their 
needs. The program is interdisciplinary, fo- 
cusing on topics such as corporate respon- 
sibility and accountability, social invest- 
ment, workplace democracy, and industrial 
relations. 

Financial Assistance 

The Department has a limited number of 
cash awards in the form of assistantships 
and tuition waivers. Awards are made on 
the basis of academic performance, expe- 
rience and skill, as well as Department 
needs. Application should be made to the 
Department Graduate Admissions Commit- 
tee. 

Other Information 

The Department publishes a brochure on its 
graduate programs, and a more detailed 
"Guide to Graduate Study" is available on 
request. 

COURSE OFFERINGS 

SC 3 1 Studies in Crime and Social Justice (F: 3) 

This course invites a critical sociological 
engagement with the historical construc- 
tion, organization and control of crime, the 
criminal and the criminal law. In what ways 
is crime symptomatic of hierarchical social 
relations? Does crime reproduce or resist 
sex/gendered, racialized, and economic in- 
equalities? How might persons concerned 



with social justice best theorize and act toward 
crime? In approaching these questions, this course 
will draw upon a diverse range of feminist, Marx- 
ist, multicultural, anarchist, and poststructuralist 
critical perspectives. 

Stephen J. Pfohl 

SC 362 (SL 362) (EN 122) Language in Society 

(F:3) 

See description under Slavic Languages. 

SC 367 Organizational Misconduct and Control 

(S:3) 

This course will focus on the origin and 
control of misconduct and by units of gov- 
ernment, nation-states, nonprofit and/or profit- 
seeking organizations. Each student will analyze 
a case, using key concepts of organizational be- 
havior. The goal is to apply sociological analytic 
skills and concepts to understand cause and to 
make policy recommendations for control. 

Diane Vaughan 

SC 378 (PS 600) (SW 600) Introduction to 
Social Work (F, S: 3) 

The purpose of this course is to give stu- 
dents an overview of the field of social 
work. Starting with a discussion of the his- 
tory of social work and the relevance of 
values and ethics to the practice of social 
work, the course then takes up the various 
social work methods of dealing with individuals, 
groups, and communities and their problems. In 
addition to a discussion of the theories of human 
behavior that apply to social work interventions, 
the course also examines the current policies and 
programs, issues, and trends of the major settings 
in which social work is practiced. 

Regina O'Grady-LeSbane 

SC 380 Clinical Sociology (F:3) 

Clinical sociology is applied sociology. Tak- 
ing the statements of formal theory and 
theoretical research as appropriate for the 
production of sociological knowledge, the 
course proposes analogous statements for 
use in applying sociological knowledge. Such 
statements facilitate the design and imple- 
mentation of strategies used in planning 
social change. Assignments in the course 
enable students to simulate the role of the 
practitioner (i.e., therapist, consultant, or- 
ganizer, planner) in addressing various so- 
cial problems as they occur in various so- 
cial contexts. William A. Harris 

SC 422 Internships in Criminology I (F, S: 3) 

Students are provided the opportunity to 
apply social and behavior science course 
material in a supervised field setting consistent 
with their career goals or academic interests. In- 
ternships are available following consultation with 
the Instructor in court probation offices and other 
legal settings where practical exposure and in- 
volvement is provided. 

A minimum often hours service, a journal of 
activities and the creation of a service manual is 
required. Students are encouraged to plan to par- 
ticipate during the full academic year to derive 
maximum benefits. 
Permission of instructor is required. 

Edward Skeffington 



SC 423 Internships in Criminology II 

Optional continuation of SC 422 on a more in- 
tensive level. 
Permission of instructor is required. 

Edward Skeffington 

SC 439 American Society in the Vietnam Decade 

(F:3) 

An examination of American society as the first 
new nation and first mass society. Tracing the 
cultural and institutional foundations and devel- 
opments of modern day America, emphasis is on 
the structural roots producing the crises of the 
1960s, the Vietnam Decade. 

Seymour Leventman 

SC 445 Women and Utopias (S:3) 

The material covered in this course includes the 
classical works (Plato's Republic, Thomas More's 
Utopia, and others) and cases of American social 
experiments (Shakers, Hutterites, New Age com- 
munes) analyzed in terms of the roles assigned to 
women and their repercussions for the commu- 
nity. Fictional Utopias formulated by women 
(Charlotte Perkins Gilman's Herland, Marge 
Piercy's Woman on the Edge of Time are also ad- 
dressed. In addition to original texts, selections 
from Frances Bartkowski's Feminist Utopias, 
Angelika Bammer's Partial Vision, and Rosabeth 
Kanter's Community and Commitment are required 
reading. 
Permission of the instructor is required. 

Jeanne Guillemin 

SC 448 (BK 367) Racism and Ethnic Protest (F:3) 

Students will study comparative ethnic pro- 
test movements, recent strategies of mi- 
nority group advancement, and the rela- 
tionships between racism, sexism, and class 
inequality. The course also reviews socio- 
logical theory and tools for analyzing ma- 
jority-minority group domination 

Seymour Leventman 

SC 468 (ED 349) Sociology of Education (S: 3) 

See description in the School of Education. 

Tedl.KYoun 

SC 491 Sociology of the Third World (S: 3) 

A sociological explanation of historical and 
contemporary events in Asia, Africa, and 
Latin America. This course ties together 
themes of social, political, and economic 
development. Emphasis is placed on the 
role of emerging institutions — political par- 
ties, bureaucracies, businesses, trade 
unions, armies, etc. — in meeting the chal- 
lenges of dependency and modernization. 

PaulS. Gray 

SC 500 International Studies Seminar (S:3) 

This course is designed primarily for stu- 
dents majoring or minoring in International 
Studies who are working on independent 
projects in areas of their own interest. The 
course follows a seminar format and will 
begin with a series of common readings and 
discussions followed by individual student 
contributions, mutual exploration and sup- 
port of on-going research and writing. Top- 
ics covered in the seminar will likely include 
the new world order, terrorism, and re- 
sponses to it, reconstruction of Eastern Europe, 



Graduate Arts and Sciences 'Sociology • l l l 



revitalization of democracy in the third world, 
status of women and the globalization of the 
economy. Emphasis will be placed on social sci- 
ence approaches to the field of International Stud- 
ies but students from Humanities are also wel- 
come. Permission of the instructor is required. 
PattlS. Gray 

SC 509 Feminism and Methodology (S: 3) 

This course examines a range of feminist and sci- 
ence literature which is concerned with issues of 
methodology. We address the following: 1) What 
are the basic assumptions concerning the scien- 
tific method in the existing social science litera- 
ture? 2) Is there a feminist methodology? 3) To 
what degree is science a "cultural institution" in- 
fluenced by economic, social and political values? 
4) To what extent is science affected by sexist at- 
titudes and to what extent does it reinforce them? 
We will examine several research studies which 
employ a "feminist methodology" and those 
which do not. 

SbarleneJ. Hesse-Biber 

SC 520 Introduction to Feminist Theory (F:3) 

This course will review the primary schools of 
feminist theory, exploring how well each perspec- 
tive explains the subordination of women. We 
will then examine key contemporary controver- 
sies that challenge the various perspectives: how 
to best integrate the study or race class and gen- 
der; the issue of difference; and the compatibility 
of postmodernism and feminist theory. We will 
then access the direction of feminist theory in the 
1990s. The Department 

SC 532 Images and Power (S:3) 
A critical examination of contemporary image 
making. An exploration of the social production, 
meaning and uses of art in modern and post-mod- 
ern society. Particular attention is paid to the re- 
lationship between visual imagery and the poli- 
tics of class, race and gender; art in the age of 
mechanical reproduction (i.e. photography, film 
and video): sex and reproduction in the age of 
mechanical art; the avant-garde and "anti-art," 
dada and the like. 

Stephen J. Pfohl 

SC 534 Inequalities in Health Care (F:3) 
Inequalities in health insurance, in access to 
health care, and in medical treatment are 
characteristic of the United States system. 
This course considers how social class, race, 
gender, age, and disabilities affect the 
health status and medical care available to 
Americans. Policies for promoting equity, 
including cross-national comparisons, will be 
reviewed. Jeanne Guillemin 

SC 550 Important Readings in Sociology (S:3) 

This small working seminar involves inten- 
sive readings and classroom discussion of 
and about major sociological theorists and 
theories. Of particular interest is the way 
in which classic sociological theory can help 
develop unique insights into such contemporary 
social problems as crime, war and violence, pov- 
erty, and sexism and discrimination. Require- 
ments for the seminar include participation in 
class discussions, a classroom presentation about 



a major theory or theorist, and a term paper about 
a major theorist or theory. 

Ritchie P. Lowry 

SC 564 Seminar on Medical and Family 
Sociology (S: 3) 

This seminar will focus on student research 

projects in the area of medical and family 

sociology. 

Permission of the instructor is required. 

Lynda Lytle Holmstrom 

SC 702 Introduction to Statistics and Data 
Analysis (F: 3) 

This course will introduce the basic statis- 
tical concepts used in social research: cen- 
trality and dispersion, correlation and asso- 
ciation, probability and hypothesis testing, 
as well as provide an introduction to the 
B.C. computer system and the SPSS data 
analysis package. There are no prerequi- 
sites. Michael A. Make 

SC 703 Multivariate Statistics (S: 3) 

This is a very applied course with a focus 
on the analysis of cross-sectional data. It 
assumes a knowledge of the material cov- 
ered in SC 702. Thus it assumes a solid 
background in SPSS as well as a basic 
course in statistics. We will focus on three gen- 
eral statistical procedures: factor analysis, analy- 
sis of variance, and regression analysis. However, 
the course is focused primarily on multiple regres- 
sion and related procedures; in this context we 
consider data transformations, analysis of residu- 
als and outliers, covariance analysis, interaction 
terms, quadratic regression, dummy variables, and 
stepwise regression. Also covered are in-way 
ANOVA and multiple classification analysis. Our 
focus is on data analysis, not on the mathemati- 
cal foundations of the statistical procedures con- 
sidered. John B. Williamson 

SC 704 Topics in Multivariate Statistics (F: 3) 

The course is designed for students in sociology, 
nursing, education, social work, psychology, or 
political science with a prior background in sta- 
tistics at the level of SC 703. It would assume a 
strong grounding in multiple regression and a 
solid working knowledge of SPSS. Among the 
procedures covered will be analysis of covariance 
using regression, a detailed discussion of interac- 
tion analysis in regression, reliability analysis, 
matrix algebra, log-linear analysis, logistic regres- 
sion, recursive and nonrecursive causal modeling 
(including path analysis), and discriminant func- 
tion analysis. John B. Williamson 

SC 706 Research Practicum (S: 3) 

The goal of this course is to provide an op- 
portunity for graduate students in sociol- 
ogy, nursing, education, political science, 
and the like to get their own empirical re- 
search projects off the ground. Sociology 
students are strongly urged to take SC 710 
prior to this course. Projects based on any " 
and all empirical social science research 
methodologies are appropriate. It is likely 
that many of the projects started in this 
course will one day evolve into M.A. theses 
or Ph.D. dissertations. Others will be M.A. and 
Ph.D. research projects that are already under- 
way. John B. Williamson 



SC 710 Advanced Research Methods (F: 3) 

This course presents the wide range of alterna- 
tive research methods available to the social re- 
searcher. Among those considered survey re- 
search, observational field research, intensive in- 
terviewing, experimental research, historical 
analysis, and content analysis. Considerable atten- 
tion is given to comparisons among these alter- 
native methods and to an assessment of the rela- 
tive strengths and limitations of each. In the con- 
text of discussing these alternative research meth- 
ods, attention is given to problem formulation, 
measurement, reliability, validity, sampling, and 
ethical considerations; such issues must be taken 
into consideration by all who engage in social re- 
search. A great deal of attention will be given to 
issues related to research design. 

Sharlene Hesse-Biber 

SC 71 1 The Sociological Craft (F: 3) 

The major focus of this seminar will be on 
the craft of writing. The course is. premised 
on the idea that development of one's skills 
as a writer requires constant feedback and 
constructive criticism. We will do some 
reading on the process of writing and dis- 
cuss pieces of sociological work that class 
members judge as combining analytical 
power and graceful expression. The main 
work of the seminar, however, will consist 
of the students and professor sharing work- 
in-progress. Depending upon their current 
involvements, class members will read each 
others' term papers, thesis proposals or 
chapters, research memos, book chapters 
or journal articles. Along with discussion of 
how writing styles vary with different 
genres of sociological work, we will explore 
the practical and psychological aspects of 
the writing experience. David A. Karp 

SC 71 5 Theory Proseminar I (F: 3) 

This course examines the works of leading 
classical theorists. We will examine both 
their substantive concerns with the norma- 
tive orientations and institutional character 
of emerging capitalism and their epistemo- 
logical strategies of analysis. Special em- 
phasis will be given to reviewing how these 
theorists combine the analysis of structure 
and agency, connect social organization 
and social consciousness, conceive and 
construct theory, and explain the dynam- 
ics and direction of social change. Assigned 
reading will be from original sources and will 
focus on the works of Adam Smith, Ludwig 
Feuerbach, Karl Marx, Emile Durkheim, Max 
Weber, Georg Simmel, Eduard Bernstein, 
and Rosa Luxemburg. 

Paul G. Schervish 

SC 7 1 6 Theory Proseminar II (S: 3) 

This seminar is intended as a graduate level 
introduction to the practice of contemporary so- 
cial theory. It is concerned with a variety of meth- 
ods for making critical interpretive sense of the 
ritual social structuring processes by which "we" 
human animals both weave and find ourselves (in- 
stitutionally) woven in relations of POWER and 
of KNOWLEDGE, both materially and in the 
imaginary realm. THEORIES embodied in the 
narrative (or social science fiction) are construe- 



l 12 "Graduate Arts and Sciences "Sociology 



tions of HIStory. These THEORIES are enacted 
within the confines of a hierarchically produced 
"commonsense" defining what is both economi- 
cally and morally desired. Also discussed will be 
theories challenging the exclusionary grain of the 
class structured, heterosexist, racist, and imperial 
"social movements" of writing in which they are 
repetitiously produced. 

Stephen]. Pfohl 

SC 736 Introduction to Social Economy I (S: 3) 

This course will provide an introduction to 
the field of social economy for entering students 
in the SESJ program. It is intended to introduce 
students to a broad theoretical overview of the 
field, including both macro and micro levels of 
analysis. Central concepts of the social economy 
paradigm, including self-governance, self-man- 
agement, industrial democracy and social plan- 
ning will be discussed, as well as major sub- 
stantive topic areas including organizational 
democracy, worker control of the labor pro- 
cess, employee ownership, corporate social 
responsibility, industrial policy, social fed- 
erations, social investment and national 
social planning. 

Severyn T. Bruyn 

SC 743 Advanced Race Relations (S: 3) 

This is a survey of sociological research traditions 
in the area of race and ethnic relations. Our study 
is organized in terms of the theoretical orienta- 
tions which have informed the research. A pri- 
mary focus of the course is to assess explanatory 
statements on social structures in which race or 
ethnicity is a salient concept. Much of the discus- 
sion concerns the formation, maintenance, and 
modification of relations between groups in the 
United States. The approach of the course is use- 
ful in the study of various research areas, and the 
analyses discussed emphasize the universal char- 
acter of the phenomena. 

William A. Harris 

SC 751 Quest for Social Justice (F: 3) 

The seminar will focus on purposeful efforts 
by organized groups and social movements 
to bring about social and political change. 
It is geared toward problems and issues 
faced by such groups: 1) diagnosing the opportu- 
nities and constraints provided by the sys- 
tem in which they are operating; 2) analyz- 
ing the problems of mobilizing potential 
supporters and influencing targets of 
change; and 3) dealing with the efforts of 
antagonists to control them. The seminar 
will attempt to provide a coherent analytic 
framework and a set of concepts for under- 
standing efforts at social change. On many 
issues, there are competing views and, in 
such cases, we will examine the theoreti- 
cal controversies and the relative useful- 
ness of different approaches. 

William A. Gamson 

SC 753 Organizational Analysis (S:3) 

The purpose of this course is to become familiar 
with, apply, and discuss basic concepts that guide 
our understanding of organizations. Students will 



choose some organization to study throughout 
the semester. The choice should be some orga- 
nizational form that lends itself to analysis: some 
complex organization, group, formal organiza- 
tion, or network of organizations to which the 
student perhaps already belongs or can readily 
gain access. Over the course of the semester, each 
student will do a case study of this organization. 
Seven key concepts will be used to guide these 
analyses. Diane Vaughan 

SC 779 Legitimation Crisis (F:3) 

Western capitalist societies, including the 
United States, are entering a period of ex- 
treme social instability and delegitimation, 
reflecting the decomposition of the social 
fabric and disenchantment with conven- 
tional political remedies. This course ex- 
plores the roots of the unraveling of the 
social fabric-manifested in inner city decay, 
homelessness, growing poverty and in- 
equality, public school failure, and jobless- 
ness-and the breakdown of the social com- 
pact that has succeeded in generating sys- 
tem legitimation until now. It then consid- 
ers the elements of and prospects for a new 
progressive politics that can help rebuild the 
social fabric and point to a more democratic 
and egalitarian social compact. 

Charles K. Derber 
S. M. Miller 

SC 799 Readings and Research (F, S: 3) 

Independent research on a topic mutually 
agreed upon by the student and professor. 
Professor's written consent must be ob- 
tained prior to registration. 

The Department 

SC 801 Thesis Seminar (F, S: 3) 

By arrangement The Department 

SC 802 Thesis Direction (F, S: 0) 

A non-credit course for those who have 
received six credits for Thesis Seminar but 
who have not finished their theses. This 
course must be registered for and the con- 
tinuation fee paid each semester until the 
thesis is completed. 
By arrangement The Department 

SC 888 Master's Interim Study (F, S: 0) 

For those students who have not yet passed the 
Master's Comprehensive but prefer not to assume 
the status of a non-matriculating student for the 
one or two semesters used for preparation for the 
comprehensive. The registration fee plus the ac- 
tivity fee are the only payments required 

The Department 

SC 900 Teaching Apprenticeship (F, S: 3) 

By arrangement The Department 

SC 901 Research Apprenticeship (F, S: 3) 

By arrangement. The Department 

SC 902 Seminar in Teaching Sociology (S:3) 

An examination of issues and problems in teach- 
ing sociology at the college level. Strongly rec- 
ommended for all current and prospective teach- 
ing assistants and fellows. 

Michael A. Make 



SC 998 Doctoral Comprehensive (F, S: 0) 

For students who have not yet passed the 
Doctoral Comprehensive but prefer not to 
assume the status of a non-matriculating 
student for the one or two semesters used 
for preparation for the comprehensive. The 
registration fee plus the activity fee are the 
only payments required. 

SC 999 Doctoral Continuation (F, S: 0) 

All students who have been admitted to 
candidacy for the Ph.D. degree are required 
to register, and pay the fee, for doctoral 
continuation during each semester of their 
candidacy. 



Graduate Arts and Sciences •Theology • l l 3 



T 



H 



O 



O 



Y 



FACULTY 

Stephen F. Brown, Professor; A.B., St. 
Bonaventure University; A.M., Franciscan 
Institute; Ph.L., Ph.D., Universit de Louvain 

Michael Buckley, S.J., Professor; B.A., 
M.A., Gonzaga University; Ph.L., S.T.L., Pon- 
tifical University of Alma; S.T.M., University 
of Santa Clara; Ph.D., Universtiy of Chicago 

Lisa Sowle Cahill, Professor; A.B., Uni- 
versity of Santa Clara; A.M., Ph.D., Univer- 
sity of Chicago 

Robert Daly, S.J., Professor; A.B., A.M., 
Boston College; A.M., Catholic University; 
Dr. Theol., University of Wurzburg 

Donald J. Dietrich, Professor, Chair- 
person of the Department; B.S., Canisius 
College; M.A., Ph.D., University of Minne- 
sota 

Harvey Egan, S.J., Professor; B.S., 
Worcester Polytechnic Institute; A.M., Boston 
College; Th.M., Woodstock College; Dr. Theol., 
University of Munster (Germany) 

J. Cheryl Exum, Professor; A.B., Wake 
Forest University; A.M., M.Phil., Ph.D., Co- 
lumbia University 

Ernest L. Fortin, A. A., Professor; A.B., 
Assumption College; S.T.L., University of 
St. Thomas, Rome; Licentiate, University of 
Paris; Doctorate, University of Paris 

Margaret Gorman, R.S.C.J., Adjunct 
Professor; B.A., Trinity College; M.A., 
Fordham University; Ph.D., Catholic Univer- 
sity 

Thomas H. Groome, Professor; A.B., St. 
Patrick's College, Ireland; A.M., Fordham 
University; Ed.D., Columbia Teachers Col- 
lege 

David Hollenbach, S.J., Flatley Profes- 
sor; B.S., St. Joseph's University; M.A., 
Ph.L., St. Louis University; M.Div., Woodstock 
College; Ph.D., Yale University 

Philip J. King, Professor; A.B., St. John Seminary 
College; S.T.B., St. John Seminary School of 
Theology; S.T.L., Catholic University of America; 
S.S.L., Pontifical Biblical Institute; S.T.D., Pon- 
tifical Lateran University 

Matthew L. Lamb, Professor; B.A., 
Scholasticate of Holy Spirit Monastery; 
S.T.L., Pontifical Gregorian University; 
Dr.Theo., State University of Munster 

William W. Meissner, S.J., Professor; 
University Professor of Psychoanalysis; B.A. 
(m.c.l.), M.A., St. Louis University; S.T.L., 
Woodstock College; M.D. (c.l.), Harvard 
University 



John Paris, S.J., Walsh Professor; B.S., 
M.A., Boston College; A.M., Harvard Univer- 
sity; Ph.L., Weston College; M.A., Ph.D., 
University of Southern California 

Pheme Perkins, Professor; A.B., St. 
John's College; A.M., Ph.D., Harvard Univer- 
sity 

Anthony Saldarini, Professor; A.B., A.M., 
Boston College; Ph.L., Weston College; A.M., 
Ph.D., Yale University 

Francis A. Sullivan, S.J., Adjunct 

Professor; B.A., M.A., Boston College 
(Weston College); M.A., Fordham Univer- 
sity; STL, Weston College; STD, Pontifical 
Gregorian University 

Mary Boys, S.N.J.M., Associate Pro- 
fessor; A.B., Fort Wright College; M.A., 
Columbia University; Ed.D., Columbia Uni- 
versity 

Francis X. Clooney, S.J., Associate 
Professor; A.B., Fordham University; M.Div., 
Weston School of Theology; Ph.D., Univer- 
sity of Chicago 

Mary F. Daly, Associate Professor; A.B., 
College of St. Rose in Albany; A.M., Catholic 
University; Ph.D., St. Mary's College; S.T.L., 
S.T.D., Ph.D., University of Fribourg 

Charles C. Hefling, Associate Profes- 
sor; A.B., Harvard College, B.D., Th.D., The 
Divinity School Harvard University; Ph.D., 
Boston College 

Robert P. Imbelli, Associate Professor; 
Director of Institute of Religious Education 
and Pastoral Ministry; B.A., Fordham Uni- 
versity; S.T.L., Gregorian University, Rome; 
M. Phil., Ph.D., Yale University 

Frederick Lawrence, Associate Profes- 
sor; A.B., St. John's College; D.Th., Univer- 
sity of Basel 

Claire Lowery, Adjunct Associate Pro- 
fessor; A.B., University of San Diego; M.Div., 
D.Min., Andover Newton Theological School 

H. John McDargh, Associate Professor; 
A.B., Emory University; Ph.D. Harvard Uni- 
versity 

Louis P. Roy, O.P., Associate Profes- 
sor; B.Ph., M.A.Ph., M.A.Th., Dominican Col- 
lege, Ottawa; Ph.D., University of Cam- 
bridge 

Margaret Amy Schatkin, Associate 
Professor; A.B., Queens College; A.M., Ph.D., 
Fordham University; Th.D., Princeton Theo- 
logical Seminary 

Francis P. Sullivan, S.J., Adjunct 

Associate Professor; A.B., A.M., S.T.L., Bos- 
ton College; S.T.D., Institut Catholique de 
Paris 



Thomas E. Wangler, Associate Profes- 
sor; B.S., LeMoyne College; M.A., Ph.D., 
Marquette University 

James M. Weiss, Associate Professor; 
A.B., Loyola University of Chicago; A.M., 
Ph.D., University of Chicago 

John A. Darr, Assistant Professor; A.B., 
A.M., Wheaton College (Illinois); A.M., Ph.D., 
Vanderbilt University 

Pamela E.J. Jackson, Assistant Profes- 
sor; A.B., M.Div., M.A., M.Phil., Ph.D., Yale 
University 

John Makransky, Assistant Professor; 
B.A., Yale University; Ph.D., University of 
Wisconsin 

Stephen J. Pope, Assistant Professor; 
A.B., Gonzaga University; M.A., Ph.D., Uni- 
versity of Chicago 

James Rurak, Adjunct Assistant Profes- 
sor; A.B., Bates College; A.M., Ph.D., Univer- 
sity of Chicago 

Patrick J. Ryan, S.J., Assistant Profes- 
sor; A.B., A.M., Boston College; A.M., As- 
sumption College; S.T.L., Weston College; 
S.T.D., Gregorian University 



PROGRAM DESCRIPTION 

Boston College is one of 9 member schools 
of the Boston Theological Institute, a con- 
sortium which includes the Boston College 
Theology Department, Andover Newton 
Theological School, Boston University 
School of Theology, Episcopal Divinity 
School, Gordon-Conwell Theological Semi- 
nary, Harvard Divinity School, Holy Cross 
Greek Orthodox Seminary, St. John's Semi- 
nary and Weston School of Theology. All 
graduate students in any of Boston 
College's graduate Theology and Religious 
Education/Pastoral Ministry programs enjoy 
the privileges of full cross-registration, fac- 
ulty exchange programs and library facili- 
ties in the 8 other schools. 

M.A. in Theology 

This degree serves 1) as a stepping stone 
or proving ground for those who wish to 
move on to higher degree programs and 
academic careers, or 2) as an academic- 
preparation for those moving towards vari- 
ous professional, religious or ministerial careers, 
or 3) as part of an enrichment or retooling pro- 
gram for those already established in such 
careers. 



1 1 4 • Graduate Arts and Sciences •Theology 



Students applying for admission to the 
MA Program in Theology 7 should have the 
documented and/or proven ability to do 
graduate-level work in Theology. Where this 
is found to be insufficient, supplementary 
work will have to be done by the student 
before formal entry into the 30-credit 
phase of the program. 

Two letters of recommendation, a state- 
ment of purpose, etc., are normally required 
for admission. GRE scores (or TOEFL, for 
foreign students) are required for all stu- 
dents who wish to compete for departmen- 
tal financial aid. 

Candidates for the M.A. are required to com- 
plete 30 credits, either on a part-time or full-time 
basis, for the degree as follows: 1 5 credits must 
be taken in one of the four possible areas of spe- 
cialization — Bible, Historical Theology, System- 
atic Theology, Christian Ethics; a two-semester, 
six credit, survey course in Systematic Theology; 
one general course in each of the three areas of 
theology outside of one's specialization. A student 
wishing to write an M.A. Thesis must obtain the 
approval of his or her advisor and the Department 
and register for a six credit course in the- 
sis direction. Thesis direction will substitute 
for two of the regularly required M.A. 
courses as agreed upon by the student and 
advisor. Reading knowledge in an appropri- 
ate foreign language will be tested. Writ- 
ten and oral comprehensive exams are 
given. Certain courses in the Institute of 
Religious Education and Pastoral Ministry, 
including those offered in the summer, as 
well as courses in the schools of the Bos- 
ton Theological Institute, may be used to 
fulfill the credit requirements. 

M.A. in Biblical Studies 

The goal of the program is to acquaint the 
students with the results of research into 
Biblical literature, history, exegesis and the- 
ology, and with the methods proper to 
these approaches. This program is designed 
for those who wish to lay a foundation for 
work in teaching, preaching or ministry, and 
for those anticipating further study in Bible 
or theology. Students will specialize in ei- 
ther Old or New Testament. 

Thirty-six credits will be required for the 
M.A. Students will complete six courses in 
their testament of specialization and two 
in the other testament. Two courses may 
be devoted to any aspect of communica- 
tion of the word, hermeneutics or applica- 
tion of the Bible to contemporary problems. 
An M.A. thesis or major paper may substi- 
tute for six of the credit requirements. 

Certain courses in the Institute of Reli- 
gious Education and Pastoral Ministry, in- 
cluding those offered in the summer, as well 
as courses in the schools of the Boston 
Theological Institute, may be used to fulfill the 
credit requirements. 

The student must acquire a solid basic 
knowledge of the original language of their 
testament (Hebrew or Greek). Students 
may prove their competence by passing a 
test administered by the faculty. Students 



must also fulfill the ordinary M.A. require- 
ment in either French or German. 

Students will be tested in three areas of 
the Bible: history, literature and theology. 
Examinations will be both written and oral. 
Students may arrange to write an M.A. the- 
sis or to do a major research paper as part 
of the examinations. 

The Theology Department also cooper- 
ates with the Institute of Religious Educa- 
tion and Pastoral Ministry and the graduate 
Department of Education and the School of 
Management in offering the M.Ed, in Reli- 
gious Education, the Certificate of Ad- 
vanced Educational Specialization in Reli- 
gious Education, the M.A. in Pastoral Minis- 
try, the joint Master of Arts in Pastoral Min- 
istry (M.A.) and Master of Social Work 
(M.S.W.), and the Ph.D. in Religion and Edu- 
cation. See, the section described as Insti- 
tute of Religious Education and Pastoral 
Ministry. 

Doctoral Program 

The Department of Theology offers two 
Ph.D. Programs, and sponsors several Insti- 
tutes. 

B.C.-Andover Newton Theological School Ph.D. 
in Theological Studies 

In a Joint Doctoral Program with Andover 
Newton Theological School, the Boston 
College Department of Theology offers the 
Ph.D. in Theological Studies. 

The Joint Doctoral Program in Theologi- 
cal Studies has as its goal the formation of 
theologians able to offer intellectual lead- 
ership to the academy, to the church, and 
to society. Accordingly, the program aims 
at nourishing a community of scholarly con- 
versation, research and teaching which is 
centered in the study of Christian life and 
thought, past and present, in a way that 
contributes to this goal. 

The Program is founded on the convic- 
tion that theology is an enterprise that in- 
vites the integration of Christian commit- 
ment and participation in communities of 
faith with pursuit of the highest standards 
of academic inquiry. The question of how 
this invitation informs the studies which 
such an enterprise involves is part of that 
ongoing conversation which the program 
seeks to foster. 

The Program belongs, equally, to two 
schools, each of which is rooted in and com- 
mitted to a theological tradition: the Re- 
formed tradition at Andover Newton Theo- 
logical School and the Roman Catholic tra- 
dition at Boston College. It has as one of 
its intrinsic components a call for critical 
and constructive dialogue, both with other 
theological positions and with contempo- 
rary civilization. 

Creative theological discussion and special- 
ized research today requires ecumenical, interdis- 
ciplinary, and cross-cultural cooperation, es- 
pecially in the quest for common theologi- 
cal and philosophical foundations. 

The program thus endeavors to provide 
its students with an education that is inte- 



grative rather than narrowly specialized, 
and one that is set within the context of 
the Christian church in all of its ecumenical 
and confessional diversity, and in its rela- 
tion to contemporary culture. The program 
is thus "confessional" in nature and theol- 
ogy is done as "faith seeking understand- 
ing." 

The Joint Doctoral Program is rigorous in its 
demands that the students master the Christian 
theological tradition and probe critically the foun- 
dations of various theological positions. 
Students are expected to master the tools 
and techniques of research, and thus to 
organize and integrate their knowledge in 
order to make an original contribution to 
theological discussion. 

The program hopes to prepare students for 
both academic vocations and other ministries, 
such as church administration, theological re- 
newal and new ministries, where theological ex- 
pertise is increasingly felt to be necessary. 

Areas of Specialization are as follows: His- 
tory of Christian Life and Thought, Systematic 
Theology, and Christian Ethics. 

The concentration in the History of 
Christian Life and Thought examines histori- 
cal forms of Christian faith, theology and 
doctrine, behavior, ritual, and institutional 
development, as well as the problems con- 
nected with the assumptions of historical 
re-construction. The area of Systematic 
Theology is the contemporary intellectual 
reflection on the Christian mysteries as an 
interrelated whole. Christian Ethics brings 
the sociology of religion and Christian so- 
cial ethics together as ways of exploring 
and giving normative guidance to involve- 
ment of the church in culture and society. 
A minor in Biblical studies is also offered. 

Among the more distinctive features of 
this program are the Graduate Colloquia. 
They bring together, in a regular seminar, 
students from all areas of specialization 
with faculty members from the various 
fields in order to study the great books of 
the Christian theological tradition, and 
thereby examine (1) the fundamental pre- 
suppositions out of which the major cultural 
and social developments of the tradition 
emerged, and (2) the roots of disciplinary 
study which are presupposed by disciplin- 
ary work. 

The combination of a Protestant School 
of Divinity and a Catholic University, within 
the larger possibilities of the Boston Theo- 
logical Institute, produces faculty and li- 
brary resources very favorable for study. 

The language examinations, testing the 
student's proficiency in reading two lan- 
guages, important for the student's re- 
search, must be passed before admission to the 
comprehensive examinations. 

Students admitted to the program will 
have completed the M.Div. or equivalent 
degree or will have completed a bachelor's 
program with a strong background in reli- 
gion, theology and/or philosophy. 

Students are required to take six 
courses in their major field of concentration, 



Graduate Arts and Sciences •Theology 



1 1 5 



two to four in their minor and two in each 
of the other two fields of study during 2 
years of full-time coursework. Opportunities 
for stipends and dissertation fellowships as 
well as Teaching Assistants and Teaching 
Fellows are available. Both written and oral 
examinations will be given in the candidates' 
major and minor fields of study. A disser- 
tation must be completed before the 
awarding of the Ph.D. Tuition fellowships 
and stipends are available. 

B.C.-Weston Ph.D. in Theological Ethics 

In a Joint Doctoral Program with Weston School 
of Theology, the Department also offers a Ph.D. 
in Theological Ethics. The program prepares its 
graduates for teaching and research positions that 
call for specialization in Roman Catholic theo- 
logical ethics or moral theology. It also includes 
the ecumenical study of major Protestant think- 
ers, and it attends to the Biblical foundations and 
theological contexts of ethics. In line with the 
conviction that faith and reason are complemen- 
tary, the program explores the contributions of 
philosophical thought, both past and present. It 
has a strong social ethics component, as well as 
offerings in other areas of applied ethics. The 
exploration of contemporary ethics is set in a criti- 
cal, historical perspective, and encourages atten- 
tion to the global and multicultural character of 
Roman Catholicism. Tuition fellowships and 
Teaching Assistant stipends are available. 

The language examinations, testing the 
student's proficiency in reading two languages, 
important for the student's research, must be 
passed before admission to the comprehensive 
examinations. 

Students admitted to the program should have 
completed the M.Div. or equivalent degree; a 
Master's degree in religion, theology, or philoso- 
phy, or a bachelor's program with a strong back- 
ground in religion, theology and/or philosophy. 

Religious Education-Pastoral Ministry 

See separate listing under Religious Education 
and Pastoral Ministry section. 

Institute of Medieval Philosophy 
and Theology 

In conjunction with the Joint Doctoral Pro- 
gram with Andover Newton Theological 
School, the Department is also linked to the 
Institute of Medieval Philosophy and The- 
ology. The institute is a center that unites 
the teaching and research efforts of fac- 
ulty members in the Theology and Philoso- 
phy Departments who specialize in medieval 
philosophy and theology. Doctoral degrees 
are awarded in the Theology (or Philosophy) 
Department, and students study within one 
of these departments. The focus of the 
institute is the relationship between medi- 
eval philosophy and theology and modern 
continental philosophy and theology. The 
concentration of the philosophy and theol- 
ogy departments at Boston College is in 
modern continental thought, so the context 
for carrying on a dialogue between medi- 
eval and modern philosophy and theology 
is well established. 

To foster this dialogue and encourage the 
scholarly retrieval of the great medieval intellec- 



tual world, the institute offers graduate student 
fellowships and assistantships, sponsors speakers 
programs, runs a faculty-student seminar to in- 
vestigate new areas of medieval philosophical and 
theological research, and runs a research center 
to assist in the publication of monographs and 
articles in the diverse areas of medieval philoso- 
phy and theology, to encourage the translation of 
medieval sources and the editing of philosophi- 
cal and theological texts. 

The Lonergan Center 

Studies related to the work of the Jesuit 
theologian and philosopher Bernard 
Lonergan (1904-1984) have a focus in the 
Lonergan Center at Boston College. Inau- 
gurated in 1986, the Center houses a grow- 
ing collection of Lonergan's published and 
unpublished writings as well as secondary 
materials and reference works, and it also 
serves as a seminar and meeting room. The 
Center is on the fourth level of Bapst Library 
and is open during regular hours as posted. 
The director is Professor Charles C. Hefling, 

Jr. 

Boston College sponsors the Lonergan 
Institute, which provides resources, lec- 
tures, and workshops for the study of the 
thought of Bernard Lonergan, S.J. 

Joseph Gregory McCarthy Lecture 
Series 

The Joseph Gregory McCarthy Lecture Se- 
ries, established by Dr. Eugene and Maureen 
McCarthy (and family) in the memory of 
their son, Joseph Gregory McCarthy, is held 
annually. The Joseph Gregory McCarthy 
Visiting Professor offers a series of lectures 
and student and faculty discussions about 
contemporary theological and religious is- 
sues. 

The 1992-1993 Joseph Gregory 
McCarthy Visiting Professor is Professor 
Rene Girard. The 1993-1994 Joseph Gre- 
gory McCarthy Visiting Professor is Profes- 
sor Leon Kass. Addition details about the 
1992-1993 and 1993-1994 Joseph Gre- 
gory McCarthy Lecture Series can be ob- 
tained from the Department of Theology. 

COURSE OFFERINGS 

TH 302 Introduction to Feminist Ethics I (S:3) 
Prerequisite: One course in Women's Stud- 
ies or equivalent. 

The course examines the interconnected 
atrocities perpetrated against women and 
nature in patriachal society and analyzes 
ethical problesm confronting women under 
the prevailing conditions of oppression. 

Mary Daly 

TH 358 Johannine Community (S:3) 
Prerequisite: Introduction to New Testa- 
ment 

Study of the Fourth Gospel and the Johannine 
epistles. Treats the Johannine material from three 
perspectives: (1) historical and critical analysis of 
the text; (2) literary analysis of Johannine symbol- 
ism, discourse and narrative, and (3) theological 



analysis of the transformation of primitive Chris- 
tian religious traditions in the Johannine commu- 
nity. Pheme Perkins 

TH 363 Luke Acts (F:3) 

A short introduction to Luke as historian 
and theologian will be followed by detailed 
studies of characterization, plot, thematic 
structure, point of view, closure and rhe- 
torical patterns in this two-volume work. 

John A. Darr 

TH 368 Apocalyptic Literature (F:3) 

Biblical and non-Biblical Christian and Jew- 
ish apocalypses, which envision a just, God- 
centered world, will be studied with special 
emphasis on their understandings of God, 
human and human society, the nature of 
evil and the ultimate destiny of humanity 
and the world. Sustained attention will be 
given to the origins of apocalypticism, its 
social setting and functions and its politi- 
cal and religious implications. 

Anthony Saldarini 

TH 377 Theological Anthropology (S:3) 
A historically contextualized, praxis-ori- 
ented, and hermeneutically retrieving study 
of the sacramentality of human existence, 
i.e., grounded in Christ as the revelation of 
the meaning (origin, history, destiny) of 
humanity. Creation, nature, grace 
(divinization, life in the Spirit); Paul, 
Palagianism, Augustine, Aquinas, Scotus, 
Palamas, Luther, Hegel, Rahner; deism, 
modern atheism, turn to the subject. 

Robert J. Daly, SJ. 

TH 379 Eighth Century Prophets (S:3) 

This course investigates significant pas- 
sages in Amos, Hosea, and Micah, empha- 
sizing the meaning of the prophets for to- 
day. Archaeology, history, and geography 
are brought to bear upon the biblical text. 
Hebrew is not required. 

Philip King, S.J. 

TH 386 Ethics in a Comparative Perspective: Indian 
Tradition (S:3) 

The Hindu and Buddhist religious traditions are 
rich in ethical thinking about basic human and 
religious issues: e.g., human nature and right hu- 
man behavior; the ideal society; the quest for jus- 
tice and responses to evil; the religious founda- 
tions of our decisions about right and wrong. This 
course introduces students to the discussion of 
such issues in the Indian context in two ways: first, 
by the close study of selected primary texts; sec- 
ond, by attention to specific ethical problems, 
such as the ideal of non-violence, the tension be- 
tween the caste system and respect for the indi- 
vidual, and the tension between traditional and 
modern attitudes toward women. Primary texts 
include the Bhagavad Gita, Laws of Manu, 
Tirukkural, and selected early Buddhist texts; sec- 
ondary sources include Ronald Green's Religion 
and Moral Reason: A New Method for Comparative 
Study, and selected articles. No prerequisites, but 
students should have some background in ethics 
or the study of the religions of India. 

Francis X. Clooney, S.J. 



1 1 6 • Graduate Arts and Sciences 'Theology 



TH 387 Scripture and Revelation in India: Two 
Texts of Devotion (F:3) 

An introduction to the religions and sacred texts 
of India through a careful reading of two texts 
which synthesize a wide range of religious ideas, 
practices and goals: the Sanskrit language 
Bbagavad Gita (c. 100 BCE) and the Tamil lan- 
guage Tiriaaymoli (c. 700 AD). Attention will be 
paid to the backround of the texts, to their inter- 
pretation and use ritually and ethically by Hin- 
dus in ancient rimes and now, to their ideas of God 
and love of God, and to the supporting notions 
of revelation and inspiration. Throughout, com- 
parative issues related to revelation, scripture and 
theology will be addressed when appropriate. No 
prerequisites, but some backround in theology or 
the study of Indian religions will be helpful. 
(Supplemental classes can be arranged for stu- 
dents able to read Sanskrit and Tamil.) 

Francis X. Clooney, S.J. 

TH 389 Parables of Jesus (F:3) 

Prerequisite: Introduction to New Testa- 
ment or Old Testament 

Studies the parables of Jesus: (1) as literary 
forms in the context of ancient instructional lit- 
erature; (2) as evidence for the social and histori- 
cal setting of the ministry of Jesus, and (3) as 
shaped by the literary and theological interests of 
the individual gospels. Contemporary approaches 
to the historical Jesus and gospel criticism will be 
discussed. Pheme Perkins 

TH 391 Book of Genesis (F:3) 

This course deals in depth with selected 
passages in Genesis, emphasizing theologi- 
cal themes and their relevance for today. 
Where pertinent, archaeology and other 
disciplines are brought to bear on the text 
of Genesis. No required text. Hebrew not 
required. Philip King, S.J. 

TH 398 Conversion and Grace (S:3) 

History, phenomenology, and systematic 
theology of conversion and grace. Griffin 
and O'Rourke on components of conver- 
sion. Ernst on biblical and historical sources. 
The issue of doctrines according to Pelagius 
and Augustine. Aquinas's systematic reflec- 
tion on God's action in the human person. 
Lonergan and Doran on types of conversion. 

Louis Roy, O.P. 

TH 423 (CL 320) Seminar in Latin Patrology 

(S:3) 

Prerequisite: Latin 

A critical and philological examination, in the 
original, of a genre, author, problem, or 
period in the history of Latin patristic literature. 
This semester the seminar will be devoted to the 
study of Lactantius. 

Margaret A. Schatkin 

TH 425 (CL 323) Seminar in Greek Patrology 

(F:3) 
Prerequisite: Greek 

A critical and philological examination, in the 
original, of a genre, author, problem, or period 
m the history of Greek patristic literature. This 
semester will be devoted to the study of John 
Chrysostom. 

Margaret A. Schatkin 



TH 430 (ED 839) The Psychology of Religious 
Development (S: 3) 

See course description under Institute of 
Religious Education and Pastoral Ministry. 

H. John McDargh 

TH 433 Foundations in Christian Ethics (F:3) 

See Institute of Religious Education and Pas- 
toral Ministry section. 

James A. 'Donohoe 

TH 442 Religion in the United States (F: 3) 

An historical survey of the religious, theo- 
logical and institutional developments of 
the major Christian, Jewish, and civil reli- 
gious traditions in the United States. 

Thomas E. Wangler 

TH 443 Faith of American Catholics (S: 3) 

This course will treat the various ways in which 
Catholics have believed the Catholic faith in the 
United States, by examining catechisms, hymnals, 
liturgical and devotional literature, church archi- 
tecture and decoration, and so on. A major inter- 
est of the course will be the ways in which Catho- 
lics dealt with symbols of the nation and civil re- 
ligion. Thomas E. Wangler 

TH 446 Dante and Christianity (F:3) 

Analysis of Dante's view of Christianity and 
its relation to civil society. Investigation of 
new approaches to the study of the Divine 
Comedy and the basic problems that it 
raises. This course is also of interest to 
students in Political Science. 

Ernest Fortin, A.A. 

TH 458 Bible Tales and Retelling in Literature and 
Film (S:3) 

This course has a double focus. It will con- 
sider how we read biblical stories and pro- 
pose new possibilities for how biblical sto- 
ries can be read, and it will assess the im- 
pact of the Bible on popular culture by ana- 
lyzing retellings of familiar biblical stories 
in modern literature and film. 

J. Cheryl Exum 

TH 470 Theology and the Nineteenth Century: 
Schleiermacherand Newman (F:3) 

A close reading of texts by two thinkers 
who continue to exert an influence on the- 
ology at the end of the twentieth century. 
For Schleiermacher, they will most likely 
include the Brief Outline of the Study of 
Theology, the Speeches on Religion, and at 
least substantial portions of The Christian 
Faith; for Newman, the essays on Develop- 
ment of Doctrine and on A Grammar of 
Assent, the university sermons, and the 
Apologia pro Vita Sua. Additions to this list are 
possible. Charles C. Hefling 

TH 473 Theology of the Church (S:3) 
As a theological exercise of "faith seeking under- 
standing," this course will begin with the creedal 
statement of faith in "one, holy, catholic and ap- 
ostolic church," and seek an understanding of the 
mystery of the church, especially in the light of 
the teaching of the Second Vatican Council. 

Francis A. Sullivan, S.J. 

TH 480 Introduction to Ecclesiology (F:3) 
This course will focus on Vatican IPs decla- 
ration, "The Dogmatic Constitution of the 



Church." The following themes will be devel- 
oped: the Church as mystery, as the people of 
God, as the temple of the Holy Spirit, as the Body 
of Christ, as the universal sacrament, and the like. 
The meaning and justification of the claim that 
Jesus founded the Church and that it subsists in 
the Catholic Church will also be examined. 

The Department 

TH 486 Christian Social Thought and Economic 
Justice (F:3) 

This course will examine some of the main 
currents in Christian social thought over the 
past hundred years, as well as their appro- 
priation and development in the context of 
economic life in the contemporary United 
States. 

David Hollenbach, S.J. 

TH 488 Feasts and Season (F:3) 

This seminar will investigate the origins and 
development of the Christian liturgical year, 
especially the evolution of the Lent, Eas- 
ter and Christmas cycles. 

Pamela Jackson 

TH 510 On the Trinity (F:3) 

An introduction for those who have wondered 
about God as Three in One: a schematic outline, 
in lecture format, of the historical development 
of the trinitarian doctrine with discussion of a 
possibly relevant systematic understanding of it 
(the psychological analogy). Frederick Lawrence 

TH 5 1 5 Soteriological Models and Atonement 
Theories (F:3) 

A study of the way (1) in which some OT 
models, especially Passover, sin-offering, 
Suffering Servant, Akedah (sacrifice of 
Isaac) influenced the concept of Christ as 
savior; and (2) in which this concept, un- 
der the influence of historico-cultural and 
religious pressures has, in the life of the 
Church and to this day, found expression 
in various atonement theories. 

Robert J. Daly, S.J. 

TH 526 Medieval Theology II (S: 3) 

A study of medieval theologians and 
theological themes from Thomas Aquinas 
to the end of the middle ages. The authors 
will be Thomas Aquinas, Godfrey of 
Fontaines, Henry of Ghent, Duns Scotus, 
Peter Aureoli, William of Ockham, Thomas 
Bradwardine, Gregory of Rimini, and Gabriel 
Biel. The themes dealt with will be union of 
natures in Christ, man's knowledge of God, eter- 
nity of the world, man's freedom, divine fore- 
knowledge, divine will and power, pelagianism, 
and grace and merit. 

Stephen F. Brown 

TH 529 Nietzsche and Christianity (S:3) 

Origin and nature of contemporary existential 
thought as seen through Nietzsche's principal 
works The new atheism and the notion of post- 
Christianity. Particular emphasis on the relation 
of Christianity to modern thought. This course 
is also of interest to students in Political Science. 

Ernest Fortin, A.A. 



Graduate Arts and Sciences "Theology • 117 



TH 530 Field Education and Supervised 
Practicum in Pastoral Ministry (S: 3) 

See course description under Institute of Reli- 
gious Education and Pastoral Ministry. 

Claire Lowery 

TH 538 Directed Research in Pastoral Ministry 
(F, S: 3) 

See course description under Institute of Reli- 
gious Education and Pastoral Ministry. 

Claire Lowery 

TH 541 Cultic Process and the Origin of 
Christianity (S: 3) 

Course deals with the origins of Gnosticism from 
Judaic Palestinean and Christian backround, trac- 
ing its development through the first three cen- 
turies. Historical and sociolocial material will 
serve as the basis for development of 
psychodynamic hypotheses regarding the devel- 
opment of cults and religious movements. 

William W. Meissner, S.J. 

TH 545 The Spiritual Disciplines of Buddhists in 
Asia (S: 3) 

This course will serve as an advanced introduc- 
tion to Mahayana Buddhism through a study of 
its practices (Mahayana is the form of Buddhism 
now practiced in Tibet, China, Japan, Korea). 
Traditional practices of devotion, ethical disci- 
pline, ritual, and art will be analyzed in relation 
to Mahayana Buddhist psychology, philosophy 
and methods of meditation. Primary source read- 
ings will include descriptions of religious practices 
and autobiographies by Indian, Tibetan and Chi- 
nese Buddhist masters. No required prerequisites, 
but prior study of religion or of Asian cultures is 
recommended. 

John Makransky 

TH 553 Feminist Ethics I (F: 3) 

Prerequisite: One course in Women's Stud- 
ies or equivalent. 

Analysis of the emerging feminist ethos 
as distinct from "feminine" morality defined 
by sexually hierarchical society. Examination 
of the unholy trinity: rape, genocide, war. 
Special attention will be given to the prob- 
lem of overcoming the unholy sacrifice of 
women through individual and participatory 
self-actualization. The course will explore 
the problem of redefining "power" and 
"politics" through the process of living "on 
the boundary" of patriarchal institutions. 

Mary Daly 

TH 554 Feminist Ethics II (S: 3) 

Prerequisite: One course in Women's Stud- 
ies or equivalent. 

The course will reflect upon and be part of the 
process of transvaluating values in the women's 
consciousness and action. We will explore the 
problem of breaking old habits ("virtues" and 
"vices") instilled through patriarchal teachings 
and practices. We will consider specific manifes- 
tations of sexual politics in religion, language, 
education, the media, medicine, and law. May be 
taken separately from TH 553. Mary Daly 

TH 561 Christian Ethics and Social Issues (S:3) 
Critical analysis of major text in Christian social 
ethics, with special emphasis given to issues of 
faith, peace, and justice. Special attention given 
to moral teachings and ethical methods of Roman 
Catholic social ethics, but perspectives within 



Protestant Christianity will also be studied and 
discussed. Special issues include economic, racial, 
and social justice, war and peace, and gender, fam- 
ily, and abortion. 

Stephen Pope 

TH 565 Mythic Patterns of Patriarchy I (F: 3) 

Prerequisite: One course in Women's Studies or 
equivalent. 

Analysis of patriarchal religious myths 
and symbols which overtly and subliminally 
affect belief and behavior in society. We will 
consider the social constructions of reality 
that are engendered and legitimized by 
such myths and symbols. The course will 
include an analysis of secular incarnations 
of patriarchal religious myth, especially in 
the professions and in the manifestations 
of phallotechnology. Mary Daly 

TH 566 Mythic Patterns of Patriarchy II (S: 3) 

Prerequisite: One course in Women's Studies or 
equivalent. 

A study of mythic Goddess-murder (e.g., the 
Babylonian creation myth) and societal reenact- 
ments of such myths in the ritual atrocities in 
modern technocracy as well as in pretechnological 
societies. We will focus on the mythic and theo- 
logical archetypes and other "sacred canopies" of 
legitimation which have justified such atrocities 
as Indian suttee, Chinese footbinding, African 
initiation rites, European witchburning, abuses in 
modern medicine, animal experimentation, and 
the rape of the planet through nuclear and chemi- 
cal contamination. May be taken separately from 
TH 565. 

Mary Daly 

TH 576 Aquinas' Treatise on God (F:3) 

An in-depth study of the inner logic and dialectic 
of the treatise on the one God in the Summa 
Theologiae, complemented with other writings 
by Aquinas. Class format: a seminar. 

Louis Roy, O.P. 

TH 605 Integrative Colloquium: Theology and 
Pastoral Practice (F: 3) 

See course description under Institute of Reli- 
gious Education and Pastoral Ministry. 

Claire Lowery 

TH 610 (ED 636) Biblical Spiritualities for the 
Educational Ministry (S: 3) 

See course description under Institute of Reli- 
gious Education and Pastoral Ministry. 

Mary C. Boys 

TH 698 The Search for the Self in Religion and 
Psychology (S:3) 

The discourse of spirituality, both east and west, 
has traditionally been full of references to "the 
self - finding the self, losing the self, self-love and 
self-abandonment. But what is this "self that is 
the focus of spiritual work? And what is the con- 
temporary condition and experience of "the self? 
This course will invite students to engage this 
question from a number of different vantages: 
contemporary depth psychology which in the last 
twenty years has seen a retrieval of the category 
of "the self," the literature of social psychology, 
and traditional spirituality both eastern and west- 
ern. 

H. John McDargh 



TH 717 (ED 635) The Education of Christians: 
Past, Present and Future (S: 3) 

See course description under Institute of Reli- 
gious Education and Pastoral Ministry. 

Thomas Groome 

TH 824 Ministry in the Early Church (F:3) 

The statement of Vatican II that the Church 
of Christ "subsists in the Catholic Church" 
depends heavily on the validity of the claim 
that the ministerial structure of the Catholic 
Church represents the divinely-willed devel- 
opment of the ministry in the early Church. 
This course will examine the grounds of that 
claim, in the New Testament and in the 
documents of the first three centuries. 

Francis A. Sullivan, S.J. 

TH 826 Introduction to the Old Testament 
(Graduate) (F: 3) 

An introduction to the history, religion, and 
literature of ancient Israel. The course will 
combine lecture and discussion with discus- 
sion sessions aimed particularly at acquaint- 
ing students with the methodological ap- 
proaches current in biblical scholarship. 

J. Cheryl Exum 

TH 827 Introduction to the New Testament 
(Graduate) (S: 3) 

Historical, sociological and literary methods are 
introduced, evaluated and applied to canonical 
texts. Special attention is given to issues of unity/ 
diversity in early Christian thought and the rel- 
evance of Scripture to modern faith. 

John Dair 

TH 829 Ethics of Sex and Gender (S:3) 

Christian theological perpsectives on several as- 
pects of female-male relationships: sexual ethics, 
gender roles, social institutions of marriage 
and family. Special but not exclusive atten- 
tion will be given to the Roman Catholic 
tradition. 

Lisa Cahill 

TH 832 Trinitian Missions and the Human Good 

(S:3) 

This course will depart from the Missions of 
the Trinity to explore the dynamics of the 
Christian conversation as it develops in the 
life, belief and thinking of Christians. Chris- 
tian faith is intrinsically related to the con- 
crete outcome of human acts of knowing 
and deciding and acting (the human good) 
as conversational, both as setting concrete 
conditions for human conversations as broken 
down, thwarted, or unable to occur (redemption), 
and as attracting and drawing human beings into 
the epitome of conversation which is the Trinity. 

Frederick Lawrence 

TH 855 Systematic Theology I (F: 3) 

Systematic theology explores the Christian faith 
as an organic whole, the full range of the Chris- 
tian mysteries, their inner coherence and har- 
mony, their intelligible relationships to each other 
and to the totality of the Christian faith, order- 
ing principles, and the like. First semester will 
focus upon the two-volumes, Systematic Theol- 
ogy, ed. Fiorenza and Galvin. 

Harvey Egan, S.J. 



118* Gr\du.vitAr re. va> Sciences •TitF.ouxn 



TH 856 Systematic Theology II (S: 3) 

Systematic theology explores the Christian faith 
as an organic whole, the full range of the Chris- 
tian mysteries, their inner coherence and har- 
mony, their intelligible relationships to each other 
and to the totality of the Christian faith, order- 
ing principles, and the like. Second semester will 
focus upon a careful examination of Karl Rahner's 
Foundations of Christian Faith and The Content of 
Faith: The Best of Karl Rahner's Theological Writ- 
ings. 

Harvey Egan, SJ. 

TH 862 The Rise and Meaning of Modern Atheism 

(S:3) 

The rise of modern unbelief takes its intellectual 
origins from the strategies employed by theolo- 
gians and philosophers of the early modern pe- 
riod to counter a putative atheism. This course 
proposes to attend briefly to these origins, but 
then to examine the development of modern athe- 
ism as its arguments were engaged by the theolo- 
gians and philosophers of the nineteenth century. 

Michael J. Buckley, SJ. 

TH 884 Vatican II and the Roots of Modern 
Catholicism (F:3) 

The significant Vatican II documents will be ex- 
amined along with the Christian historical expe- 
riences that led to them. Part of the course will 
be used to analyze whether the goals of Vatican 
II have been achieved and if not, why not. 

Donald Dietrich 

TH 885 Life, Structure, Thought in the Christian 
Community to 1 500 (F: 3) 

A one-semester survey of major themes in 
the history of Christianity to 1500. Topics 
for study and discussion will include the develop- 
ment of church organization and structure; mo- 
nasticism; forms of religious dissent and reform; 
spirituality; pastoral care and popular piety. 

Patricia DeLeeuw 

TH 888 Master's Interim Study (F: OS: 0) 

For those students who have not yet 
passed the Master's Comprehensive but 
prefer not to assume the status of a non- 
matriculating student for the one or two 
semesters, used for preparation for the 
comprehensive. The registration fee plus 
the activity fee are the only payments re- 
quired. 

TH 890 The Ethics of St. Thomas Aquinas (F:3) 

Critical analysis of major texts from Thomas' 
Sumvta Theologiae. Focus on human flourishing, 
love, natural law, and virtues, especially charity. 
Format: seminar, discussion, supplemented by oc- 
casional lecture. Limit: 15. Stephen Pope 

TH 893 Contemporary Theories of Justice (S:3) 
A study of recent interpretations of the meaning 
of justice in the Fnglish-speaking world (e.g. 
Rawls, Nozick, Sandel, Elshtain, Maclntyre, 
Walser, Okin) and the critique and appropriation 
of these interpretations in Christian ethics. 

David Hollenbach, SJ. 

TH 899 Readings and Research (F, S: 3) 

In rare cases where regular courses do not meet 
the needs of students, independent research may 
be arranged by a student with a faculty member. 
Professor's written consent, on a form obtained 



from the department, must be secured prior to 
registration. The Department 

TH 901 (ED 735) Traditions of Religion and 
Education (F: 3) 

See course description under Institute of 
Religious Education and Pastoral Ministry. 

Mary C. Boys 

TH 983 Second Year Graduate Colloquium (S: 3) 

Limited to, and required of, students in the BC- 
ANTS Joint Doctoral Program in their second 
year of residency. All second-year students should 
consult with the Director of Graduate Studies, 
prior to registration, about the correct procedure 
to be used in registering for this course. 

Pheme Perkins 
S. Mark Heim 

TH 990 First Year Graduate Colloquium (S: 3) 

Limited to, and required of, students in the BC- 
ANTS Joint Doctoral Program in their first year 
of residency. All first-year students should con- 
sult with the Director of Graduate Studies, prior 
to registration, about the correct procedure to be 
used in registering for this course. 

Pheme Perkins 
S. Mark Heim 



TH 998 Doctoral Comprehensive (F: 0-S: 0) 

For students who have not yet passed the 
Doctoral Comprehensive but prefer not to 
assume the status of a non-matriculating student 
for the one or two semesters used for preparation 
for the comprehensive. The registration fee plus 
the activity fee are the only payments required. 

TH 999 Doctoral Continuation 

All students who have been admitted to 
candidacy for the Ph.D. degree are required 
to register and pay the fee for doctoral 
continuation during each semester of their can- 
didacy. 



University Courses 



The course listed below is an interdiscipli- 
nary course taught by William Meissner, 
S.J., the University Professor of Psycho- 
analysis. This course is of interest to gradu- 
ate students in various disciplines. 

UN 876 Psychoanalytic Forum Lectures (F: 3) 

A series of lectures which deals with various as- 
pects of psychoanalysis in dialogue with the aca- 
demic disciplines. This year-long course in- 
volves attendance at each of the lectures 



in the Psychoanalytic Forum Lecture Series. 
A formal meeting following each lecture will 
be arranged with the instructor for discus- 
sion and reading assignments. An extensive 
paper will be required at the end of the 
course. William W. Meissner, S.J. 



Carroll GraduateSc;ikx3lofM-\nage.\if.nt , Dfx;reePr(xvra,vis • l l 9 



The Wallace E. Carroll 
Graduate School of Management 



The Master in Business Administration 
Program 

The M.B.A. program provides mature 
men and women with a broad professional 
education that prepares them for manage- 
ment careers in business and other sectors 
of society. The Boston College M.B.A. pro- 
gram demands mastery of technical and 
analytical skills but treats these skills as 
necessary, but not sufficient characteris- 
tics, of effective management education. 
In addition, Boston College seeks to culti- 
vate in the men and women it selects an 
orientation towards responsible, inquiring 
action. 

The program emphasizes development 
of action skills necessary to implement 
decisions and learning from experience, as well as 
an appreciation of human values and the impor- 
tance of ethical behavior in management. The in- 
tegration of concerns for technical competence, 
action effectiveness, and ethical values helps to de- 
fine the distinctive character of the Boston Col- 
lege M.B.A. program. 

The Boston College M.B.A. program is com- 
prised of fifty-five credit hours and is offered on 
a full-time and part-time basis. 

Accreditation 

The Boston College Wallace E. Carroll 
School of Management is fully accredited by 
the American Assembly of Collegiate 
Schools of Business. The School is also a 
member of the Graduate Management Admission 
Council (GMAC) and the New England Associa- 
tion of Graduate Admission Professionals. 

Master of Science in Finance 

The Master of Science in Finance pro- 
gram offers advanced financial training de- 
signed to build upon a Bachelor's or 
Master's degree in Business Administration 
with minimal course overlap. The program 
will prepare candidates for the application 
of advanced financial theory and practice, 
including current quantitative frameworks 
in financial analysis as they apply to a wide 
range of complex financial management 
problems. 

Candidates for the M.S. in Finance typically 
will have an undergraduate or graduate degree in 
management. While the ideal candidate has had 
at least two courses in Finance, consideration will 
be given to advanced work in accounting or eco- 
nomics. Applicants' quantitative skills will be 
weighted heavily in the admission decision. 

The M.S. in Finance program is com- 
prised of eight required and two elective 
courses, each worth three credits. This ten- 
course schedule is designed for completion 
in two years of part-time study, including 
one summer, or one year of full-time study. 



Ph.D. in Management with a 
Concentration in Finance 

Boston College offers a Ph.D. in Manage- 
ment with a concentration in Finance. Be- 
yond providing students with a solid train- 
ing in financial theory and quantitative re- 
search methods, the program is designed 
to give students the conceptual foundation, 
motivation, and academic skills necessary 
to excel in scholarly research and teaching. 

Course requirements are typically ful- 
filled by completing eighteen courses, by 
submitting a research paper, and by suc- 
cessfully completing a comprehensive ex- 
amination in the first two years of the pro- 
gram. The last portion of the program-up 
to two years-is devoted to the dissertation. 
Ph.D. candidates work as research or teach- 
ing assistants throughout their time in the pro- 
gram. 

Ph.D. in Management with a 
Concentration in Organization Studies 

Boston College offers a Ph.D. in Manage- 
ment with a concentration in Organization 
Studies. The program is designed to pro- 
vide the knowledge of theory and research 
methods, as well as the practical skills that 
enable the student to become a productive 
scholar and an excellent teacher. 

The intellectual theme of the program 
emphasizes organizational transformation, 
which refers to fundamental changes in 
organizations that influence their character 
and effectiveness. This theme reflects the 
faculty's view that organizations in the 
1990s and beyond will face fundamental change 
at a faster pace than ever before, and organization 
members will need new knowledge and skills to 
make such changes constructive. 

The student is expected to be in full-time resi- 
dence at the University for three years in order 
to complete course requirements and a disserta- 
tion. Financial support as well as tuition remis- 
sion is available for students who serve as research 
and teaching assistants while in residence. 

A separate brochure is available describing the 
program, prerequisites, and application proce- 
dures in detail. For further information, call 617- 
552-3955. 

Joint J.D.-M.B.A. Program 

The Graduate School of Management and the 
Law School at Boston College offer a joint J.D.- 
M.B.A. Program. Students in the program must 
be independently admitted to both schools. 
Credit for one semester's courses in the M.B.A. 
program is given towards the J.D. degree, and, 
similarly, credit for one semester's courses in the 
Law School is given towards the M.B.A. degree. 
Both degrees can thus be obtained within four 
academic years, rather than, the five required for 
completing the two degrees separately. Joint J.D.- 
M.B.A. degree candidates are billed at the Law 
School tuition rate for their first year at the Law 



School and at the GSOM rate for their first year 
in the M.B.A. program. They are billed at the Law- 
School rate for their final two years of the pro- 
gram (during which time they take the equivalent 
of three semesters' work at the Law School and 
the equivalent of one semester at GSOM). Inter- 
ested candidates can obtain detailed information 
from the respective Graduate Deans' offices. 

Joint M.S.W.-M.B.A. Program 

The Graduate School of Management and the 
Graduate School of Social Work offer a joint 
M.S.W.-M.B.A. Program. Students in the pro- 
gram must be independently admitted to both 
schools. Credit for one semester's courses in the 
M.B.A. program is given toward the M.S.W. de- 
gree, and, similarly, credit for one semester's 
courses in the M.S.W. program is given toward 
the M.B.A. degree. Both degrees can thus be ob- 
tained within three academic years, rather than, 
the four required for completing the two degrees 
separately. Joint M.S.W.-M.B.A. degree candi- 
dates are billed at the GSSW rate for their first 
year in the M.S.W. program and at the GSOM 
rate for their first year in the M.B.A. program. 
They are billed course by course in their final year 
of the program (during which time they take the 
equivalent of one semester's work at each school). 
Interested candidates can obtain more detailed 
information from the respective Graduate Deans' 
offices. 

Joint M.B.A-Ph.D. in Sociology 
Program 

The Graduate School of Management 
and the Department of Sociology at Bos- 
ton College have a joint M.B.A. -Ph.D. pro- 
gram. To enter this program, students must 
be independently admitted to both schools. The 
joint degree program requires approximately one 
year less course work than the two degrees taken 
separately. Joint degree candidates complete 42 
credits at GSOM rates and 39 credits and a doc- 
toral dissertation in the Department of Sociology. 
Interested candidates can obtain more detailed 
information from the Graduate Deans' offices. 

Semester Study Abroad 

Boston College maintains international 
student exchange programs with several 
overseas business schools. Students se- 
lected to participate in these programs 
spend the fall semester of the second year 
abroad. They may also spend the preceding sum- 
mer in intensive language instruction programs. 
Students who successfully complete the program 
abroad receive credit for four courses. 

Special Study 

In some instances, students may wish to 
pursue specific areas which are not included 
in the regular program of study. In the sec- 
ond half of the program there are options 
available to meet this need: 

1 . Thesis Option: The thesis program provides 
an opportunity for the student to work indepen- 



12 0* C\RROLLGR.\DUATFScHCX)LC)F i \lANAC;FAlEN'r # CoRECL!RRICLlH,lM 



dently on a specific problem of his or her choice, 
for example: a) selecting and defining the prob- 
lem, b) gathering, organizing, and evaluating the 
information, c) interpreting the results and reach- 
ing sound conclusions, d) preparing clear, logical 
written presentations; and e) defending his or her 
position in an oral examination. It is significant 
to point out that this research approach, wherein 
the student performs largely on his or her own 
initiative, closely parallels the kind of responsible 
assignment given to professional managers. The 
thesis, administered through MH 891 and MH 
892, offers six credits. 

2. Independent Study Project: A student may 
propose an independent study project to a faculty 
member, the satisfactory completion of which will 
substitute for elective credits in the second level 
of the curriculum. 

To qualify for an independent study project, 
the student must submit a written proposal for the 
endorsement of the faculty member and the 
Graduate Dean. 

3 . Research Teams: On occasion, students may 
be selected to work on research teams under the 
direction of experienced faculty researchers. In 
such cases, the student gains the added advantage 
of formal research direction and close working re- 
lationships with faculty members who are actively 
engaged in substantive research endeavors. 

Teaching Methods 

The quality of an educational program 
is reflected not only in the soundness of its 
curriculum but also in the effectiveness of 
its teaching methods. The M.B.A. program 
does not identify one method of teaching 
as the most effective medium for graduate 
instruction. Course content and individual 
teaching styles are important factors which 
suggest the use of several different teach- 
ing methods. In this regard, we recognize 
the privilege and the deep responsibility of 
the individual professor to choose his or her 
own method of instruction including semi- 
nar, case method, simulation, lecture plus 
group discussion, work groups, or other combi- 
nation of methods he or she considers most ef- 
fective for his or her course. 

Generally speaking, course work will involve 
considerable analysis and discussion of business 
problems. Student effort will involve both sub- 
stantial pre-class preparation and active partici- 
pation in class discussions. At the graduate level, 
a student is capable of reading and under- 
standing most of the text material without 
instructional guidance. Class time, there- 
fore, is concerned with the application of 
the text material to specific business prob- 
lems, rather than with reviewing textbook 
assignments. As a result, academic perfor- 
mance is measured not so much on 
memory-based examinations but on the 
student's demonstrated ability through 
businesslike reports, class discussion, and 
oral presentations to apply his or her knowl- 
edge to the solution of business problems. 

While individual business problems, cases and 
examples are used as a means of providing active 
student participation in the learning process, it is 
important to note that our objective is not to teach 



specific problem solutions, but rather, to develop 
in the student a growing awareness of the 
broader principles of managerial problem- 
solving and decision-making. 

M.B.A. Program Options 

The full-time option is a two-year pro- 
gram, comprising fifty-five credits. Thirty- 
one credits are earned during the first year 
in the core curriculum required of all stu- 
dents. The remaining twenty-four credits 
(eight semester courses) are earned dur- 
ing the second year. Six of these eight 
courses are open to the student's election, 
with most students choosing to concen- 
trate four of their electives in an area of 
specialization such as marketing or finance 
(see Elective Offerings and Concentra- 
tions). The final two capstone courses in 
Strategic Management are required of all 
students and serve to integrate the program as a 
whole. 

The part-time program is usually com- 
pleted in three and a half or four years and 
comprises fifty-five credits. In the part-time 
option, students generally attend classes 
two evenings a week and often take a 
course during the summer session. Their 
program is similar to that of full-time stu- 
dents — the core curriculum followed by six 
electives and the two capstone courses in 
Strategic Management and Social Issues in 
Management. 

The program is designed for people from 
diverse academic backgrounds including lib- 
eral arts, engineering, math, science, edu- 
cation, health care, and business. 

The program is also designed to be of 
interest to students who already hold rel- 
evant graduate degrees in fields other than 
management. 

M.B.A. candidates who have completed 
course work at other AACSB accredited 
management programs-with grades of 'B' 
or better-may be allowed up to four courses (12 
credits) of advanced standing credit. 

The Core Curriculum 

The core curriculum introduces the student 
to the functional areas of business. Concurrendy, 
the core focuses on the development of analyti- 
cal and decision-making skills and pays consider- 
able attention to interpersonal skills and reflec- 
tive management practices. Throughout the 
M.B.A. experience, students are encouraged 
to treat the program as an organizational 
setting in which they and the faculty have 
the responsibility to enact and to observe 
effective managerial practices and to criti- 
cize, humanely, ineffective practices. 

For example, students will write a paper 
analyzing their own managerial effective- 
ness as members of study groups. Later, 
they will be asked to define and complete 
a major research project. The research 
projects will vary widely, some focusing on quan- 
titative problems, some on systems design, some 
on interpretations of the actual activities observed 
in a live organizational setting, and others on solv- 
ing specific problems for clients in the Boston 



area. These projects are presented to the faculty 
and students at the end of the year. Awards 
are given in recognition of excellence and 
achievement. 

The core curriculum includes courses in Eco- 
nomics, Accounting, Financial Management, Sta- 
tistics, Computer Information Systems, Market- 
ing, Operations Management, International Man- 
agement, Organizational Behavior, and Perspec- 
tives on Management. All students must complete 
the core requirements. 

The following short descriptions introduce 
these courses. 

Computer Information Systems 

The advances made in information tech- 
nology — primarily computers and commu- 
nications — have been revolutionary. We are 
rapidly moving from an era of information 
scarcity to one of abundance; and an 
organization's ability to manage this abundance 
is an increasingly important issue. Thus, a major 
challenge facing management is the effective cre- 
ation and use of information and the systems that 
capture, structure and convey such information. 

Organizations have frequently failed to 
achieve their goals because managers did 
not have sufficient conceptions of, and 
experience with, information systems and 
technology, their strategic use, and their 
relationship to strategic planning. 

This course is a primarily non-technical 
one designed for executives and other 
managers who must resolve an often be- 
wildering array of organization, resource 
allocation, integration, planning and perfor- 
mance issues involving information sys- 
tems, which are critical to the success of 
their enterprises. 

It is strongly recommended that students pur- 
chase or lease their own microcomputers and have 
competence in the use of its associated software, 
including word processing programs, spread- 
sheets and graphics programs. These and other 
programs will be used in the M.B.A. courses and 
should prove useful throughout a management 
career. 
MC 707-Computer Information Systems 3 

Statistics 

Statistical techniques are used in many man- 
agement disciplines. The statistics course will 
consider mathematical and statistical meth- 
ods useful for the analysis of business prob- 
lems. Students will learn statistical tech- 
niques such as correlation, regression, hy- 
pothesis testing and analysis of variance. 
MD 705-Statistics 3 

Accounting 

New management technologies and 
changes in the business environment dur- 
ing the past two decades have caused 
managers to look anew at the traditional 
function of accounting. At the outset, 
course work will be concerned with the 
development and use of accounting infor- 
mation to evaluate the status and perfor- 
mance of business enterprises. Attention 
will be given to the reporting of informa- 
tion for use by persons and institutions 
outside the enterprise. In the second part 



Carroll Graduate School of Management • Corf. Curriculum • 1 2 



of the course, the focus will be on the use of ac- 
counting information in managerial decision- 
making. 
MA 701 -Accounting 3 

Financial Management 

Prerequisite: MA 701 

This course deals primarily with the 
firm's investment and financing decisions. 
Topics treated intensively include valuation 
and risk, capital budgeting, financial leverage, 
capital structure, and working capital manage- 
ment. Also discussed are financial statement 
analysis and tools of planning and control. Some 
attention is given to financial institutions and their 
role in supplying funds to businesses and non- 
profit organizations. 
MF 704-Financial Management 3 

Operations Management 

Prerequisite: MD 705 

This course covers the concepts, pro- 
cesses, and managerial skills needed in pro- 
ducing goods and services. The course fo- 
cuses on decisions that convert broad 
policy directives into specific actions within 
the organization and that guide the moni- 
toring and evaluating of the activity. The 
major techniques of quantitative analysis 
are applied to a variety of managerial deci- 
sion problems. Emphasis is placed on devel- 
oping formal analytic skills, especially in 
structured problem solving and on recog- 
nizing both the strengths, limitations, and 
usefulness of management science ap- 
proaches. 
MD 707-Operations Management 3 

Organizational Behavior 

Effective business decision-making and imple- 
mentation require coordinated action on the part 
of many individuals within an organization struc- 
ture having both formal and informal overtones. 
The course is designed to teach the behavioral 
skills necessary for individuals to become effec- 
tive managers in order to diagnose, implement, 
and change 1) individual human behavior, 2) 
group interaction, 3) leadership and power rela- 
tions, 4) organization structure and design. The 
student discovers the nature of the patterns of 
individual, group and organization behavior from 
case descriptions, organizational exercises, group 
discussions, and role-playing activities. Individual, 
group and organizational behaviors are consid- 
ered from both the systems and historical perspec- 
tives. 
MB 709-Organizational Behavior 3 

Marketing 

This course focuses on the managerial 
skills, tools, and concepts required to pro- 
duce a mutually satisfying exchange be- 
tween consumers and providers of goods, 
services and ideas. The material is pre- 
sented in a three-part sequence. Part one 
deals with understanding the market place. 
Part two deals with the individual parts of the 
marketing program such as pricing, promotion, 
product decisions and distribution. The third part 
of the course deals with overall strategy formula- 
tion and control of the marketing function. Stu- 
dents in this course will come to understand the 



critical links between marketing and the other 

functional areas of management. 

MK 705-Marketing 3 

Economics 

The Economics course emphasizes the 
principles and relationships which form the 
basis for managerial decisions within the 
firm and projections of the economic envi- 
ronment outside the firm. Traditional micro-eco- 
nomic, macro-economic and international eco- 
nomic concepts are integrated by using a systems 
analysis approach. Application of economic 
theory to the solution of contemporary problems 
helps develop skills in taking managerial action. 
MD 700-Economics 3 

International Management 

In the international management course, stu- 
dents will identify and analyze those factors which 
create the unique characteristics of the interna- 
tional firm. Students will also learn how to solve 
specific categories of international business prob- 
lems and how to take advantage of international 
business opportunities. 

Specifically, the first part of this course deals 
with the environment of international business. 
The theory of foreign trade and investment, in- 
ternational monetary flows and institutions, rela- 
tionships between governments and international 
firms, analysis of foreign cultures, and the prob- 
lems of developing countries are topics which will 
be explored. 

The second part of the course will deal with 
entry into international business and with inter- 
national investment strategy. Then, the focus will 
turn to unique organizational issues in the inter- 
national firm. 
MM 708-International Management 3 

Perspectives on Management I 

This is the first of a two course sequence 
that integrates all the core courses. It pro- 
vides an historical examination of manage- 
ment, as well as, a forum for the discussion 
and development of action skills and the 
cultivation of personal values and ethics in 
the art of management. 

Students receive feedback about their 
managerial styles and experiment toward 
increasingly responsible and effective 
modes of management. 
MH 702-Perspectives on Management I 2 

Perspectives on Management II 

In this course, students apply skills 
learned during the core curriculum to a 
consulting project with an organization. 
Student teams select a client, assess the 
client's needs, prepare a work plan, conduct 
a variety of consulting activities, and 
present results in an interim and final a re- 
port. 

M.B.A. core faculty members and sec- 
ond-year M.B.A. students act as resources 
to teams. Class sessions focus on the consulting 
process and workshops build managerial skills. 
The course culminates in a two-day oral presen- 
tation competition. 
MH 702-Perspectives on Management II 2 



The Experience of the Core Program 

The foregoing course descriptions already 
suggest that the core program, whether taken on 
a full-time or on a part-time basis, is an intense 
experience. The core program is also an inte- 
grated experience, far more coherent than the 
different course descriptions can suggest. One 
source of integration is that special sessions in the 
full-time program and in the part-time program 
are reserved for integrative events and exercises. 
A second source of integration will be regular stu- 
dent study-group meetings to bring different 
points of view to bear on cases and theories. A 
third source of integration will be the manage- 
ment simulation and the field research projects 
undertaken as part of the Perspectives on Man- 
agement course. 

Throughout the core program, in classes and 
in the special integrative activities just described, 
students will repeatedly be put in the position of 
performing professionally, whether in terms of 
oral or written presentations or in terms of man- 
aging a group to accomplish certain tasks. Stu- 
dents will receive feedback about their manage- 
rial style and will be asked to experiment toward 
increasingly responsible and effective modes of 
management. The overall aim of the core curricu- 
lum is to prepare students not just to think effec- 
tively but to act effectively under conditions of 
complexity and uncertainty. 

The Required Capstone Courses in Strategic 
Management and Social Issues in 
Management 

After completing the core courses, stu- 
dents take two integrative capstone 
courses-Strategic Management and Social Issues 
in Management-during the second half of their 
program, along with six elective courses. 

Strategic Management 

Prerequisite: First-year M.B.A. core curriculum. 

The strategic management course deals with 
the overall general management of an organiza- 
tion. It stresses the role of the manager as strate- 
gist and coordinator whose function it is to inte- 
grate the conflicting internal forces that arise from 
among the various organizational units while si- 
multaneously adapting to the external pressures 
that originate from a changing environment. 

Case analysis of organizations of different 
types, sizes, industries, and stages of development 
provide the basis for determining organization 
strategies and policies under conditions of uncer- 
tainty and for developing the analytical, concep- 
tual, decision-making, and human skills appropri- 
ate to the role of the general manager. The stu- 
dent is given ample opportunity to review differ- 
ent managerial philosophies and styles and the 
role that managerial values play in strategy for- 
mulation. In this context, one is asked to ponder 
what one's own answer to the How-To-Manage 
question will be. 

The course serves as an integrating experience 
for the M.B.A. Program in that it draws heavily 
upon and uses much of the knowledge and skills 
developed in the core curriculum. 
MD 710- Strategic Management 3 



12 2 • Carroll Graduate School of Management • Admissions 



Social Issues in Management 

Prerequisite: MD 710 

This course concentrates on the dynamic ex- 
ternal environment surrounding the organization. 
It views the external environment from several 
perspectives: as a complex set of interrelated eco- 
nomic, legal, political, social, ecological, and cul- 
tural influences upon the organization, as a con- 
stellation of publics or constituencies (suppliers, 
unions, stockholders, government, local commu- 
nity, pressure groups, etc.) affecting the organi- 
zation, or as a set of social issues (e.g., consumer- 
ism, pollution, discrimination, public disclosure, 
etc.) involving the organization and society. 

Through case analysis, the student gains in- 
sight into the complicated interrelationships be- 
tween the organization and its surrounding envi- 
ronment and learns skills useful in scanning and 
coping with that environment. Environmental 
analysis, which considers such topics as ideology 
and social contract, corporate power, corporate 
social responsibility, formulating corporate social 
policy, and social auditing, involves the student 
in designing managerial responses to deal with 
problems or issues posed by the social environ- 
ment. 

In dealing with these problems and is- 
sues, both a societal and a managerial per- 
spective is maintained. That is, society's 
needs, wants, and values are considered along with 
what should be the organizational and manage- 
rial responses. In this context, students develop 
awareness of the problems encountered when 
making decisions under conditions of value con- 
flicts and learn about the role of the general man- 
ager as a linking pin between the organization and 
its environment. 
MD 711- Social Issues in Management 3 

Elective Offerings and Concentrations 

Beyond the core curriculum and the two 
integrative capstone courses, students 
take six free electives of which as many as 
four electives can be in a selected concen- 
tration area with the balance in other ar- 
eas. Concentrations are offered in the fol- 
lowing areas: Accounting, Computer Sci- 
ence, Financial Management, Marketing, 
Organizational Studies, Operations Manage- 
ment, and Strategic Management. The con- 
centrations may include approved courses 
from other areas of the M.B.A. Program as 
well as approved courses offered by other 
colleges and schools of the University. An 
M.B.A. student may choose to tailor elec- 
tives. Any student who wishes to do so may 
offer for consideration a package of logi- 
cally interrelated subjects differing from 
any concentration specified — for example, 
in the areas of Public Management or Interna- 
tional Management. The set of courses will be 
accepted in satisfaction of the concentration re- 
quirement with the written approval of the as- 
signed faculty member in a concentration area 
which most closely relates to the student's pro- 
spectus. 

A thesis written by the student and approved 
by the faculty may be elected by the student. The 
thesis, administered through MH 891 and MH 
892, offers six credits. 



The elective courses available for concentra- 
tions are described in the Carroll Graduate School 
of Management Bulletin. 

Career Services 

Few candidates arrive knowing exactly 
what careers they want to pursue. Even 
those who think they know where they are 
heading often develop new job objectives 
through exposure to the curriculum, to 
other students, faculty and to opportuni- 
ties made available by the Carroll Graduate 
School of Management's (CGSOM) Office of 
Career Services and Alumni Relations. 

The CGSOM Office of Career Services and 
Alumni Relations is exclusively for the use of full- 
and part-time Graduate School of Management's 
students and alumni/ae. It is a major employment 
and counseling resource for all students. During 
the first year, the Office of Career Services and 
Alumni Relations aids students in obtaining sum- 
mer positions, and in the second year, in obtain- 
ing permanent employment. This office helps 
students market themselves and develop effective 
career search and salary negotiation skills. The 
Office of Career Services and Alumni Relations 
also assists in the preparation of student resumes. 
Second-year students are often contacted directly 
by prospective employers who may interview stu- 
dents on campus or at their organization. 

Other career-related activities are specific ca- 
reer development seminars and workshops with 
representatives from business, government and 
various non-profit agencies. The Office of Career 
Services and Alumni Relations keeps alumni and 
students in touch with one another via an active 
Alumni Career Advisory Service which currently 
lists two hundred M.B.A. alumni as members. 

Personal career counseling is available to 
those who seek it either through meetings 
with the Director of the Office of Career 
Services and Alumni Relations or with some 
faculty who maintain a very special inter- 
est in student placement. Finally, part-time 
students are always welcome to discuss 
possible career changes while still in the 
program and are encouraged to utilize the 
resources and services of the program and 
the University. 

ADMISSION TO THE M.B.A. 
PROGRAM 

The Admissions Committee has the dif- 
ficult task of selecting, each year, approxi- 
mately 100 full-time students and 125 
part-time students from a pool of approxi- 
mately 900 applications. The objective is 
to select people who have high potential for 
success as either professional managers or busi- 
ness entrepreneurs. 

The most important tool in this selec- 
tion process is the application itself because 
it allows each applicant the opportunity to 
present data unique to himself or herself. 
We are seeking candidates who are not only 
academically strong but who can benefit 
from the program and who will contribute signifi- 
cantly to the learning experience of their peers. 

Work experience is not an absolute require- 
ment for admission. I lowever, full-time employ- 



ment prior to enrollment strengthens the appli- 
cation. 

The admission decision is based on a 
combination of factors rather than on any 
one factor. 

Consideration is given to a candidate's: 

1. Academic record; 

2. Score on the Graduate Management 
Admission Test; 

3. Potential for leadership in business as evidenced 
in part-or full-time work experience, military ser- 
vice, community or extracurricular activities; 

4. Statements on the application form concern- 
ing reasons for pursuing a professional course of 
study in management; 

5. Letters of recommendation. 

The Admissions Committee does not 
establish a required minimum undergradu- 
ate average for entrance into the program. 
However, the most recently enrolled class 
had an average GPA of 3.10 and an aver- 
age score of 563 on the Graduate Manage- 
ment Admission Test. Work experience is 
also regarded favorably by the committee. 
The admission decision is based on an evalu- 
ation of the total application rather than upon the 
academic record alone. 

An application fee of forty-five dollars should 
accompany the completed application forms. 

Applicants may request an informational in- 
terview with a member of the staff of the Carroll 
Graduate School of Management. Personal inter- 
views are not a required part of the admission 
procedure and are viewed only as an opportunity 
for the applicant to become better acquainted 
with the program rather than as a screening de- 
vice in the application process. In addition, infor- 
mation seminars are held regularly for both 
the full- and part-time programs. These al- 
low prospective students to meet with cur- 
rent students, faculty and administrators to 
learn more about the program. 

Admission Procedure 

The application form packet may be 
obtained by writing or telephoning Office of 
Admissions, The Wallace E. Carroll School 
of Management, The Graduate School, Bos- 
ton College, Chestnut Hill, Massachusetts 
02167. Telephone 617-552-3920. 

Full-time students enter the M.B.A. pro- 
gram in September at the beginning of the 
fall semester. Part-time students enter ei- 
ther in September or January. The applica- 
tion deadline for September admission is 
April 1 for full-time students. However, roll- 
ing admissions for the full-time M.B.A. pro- 
gram does not end until May 15. The application 
deadline for the part-time M.B.A. program isjuly 
1 for September enrollment. The application 
deadline for January part-time enrollment is 
November 15. 

Graduate Management Admission Test 

Applicants are required to take the 
Graduate Management Admission Test in 
business. This is an aptitude test to deter- 
mine the applicant's potential for study in the field 
of business administration. 

The Admissions Test is administered 
several times each year, usually in October, 



CARROLLGRADUATEScHOOLOFMANAGEMENT»GENF.RALlNFOR\lVnON • 12 3 



January, March, and June at test centers through- 
out the United States. 

It is the responsibility of the applicant 
to make arrangements for taking the test. 
Complete information and application forms 
may be obtained in person from the Office 
of Admissions, Graduate School of Management, 
or by mail from the Educational Testing Service, 
Box 966, Princeton, New Jersey 08540. Tele- 
phone 609-771-7330 

International Students 

In addition to the admissions require- 
ments listed above, the Carroll Graduate 
School of Management requires all interna- 
tional students for whom English is not the 
first language or who have not graduated 
from an American university, to take the 
Test of English as a Foreign Language 
(TOEFL). Also, the Test of Written English 
(TWE) and the Test for Spoken English 
(TSE) is required for admission into our 
M.B.A. degree program. An official score 
report must be sent to the Carroll Gradu- 
ate School of Management. Applications for 
the TOEFL can be obtained from TOEFL, 
Box 899, Princeton, New Jersey 08340 
USA. 

Boston College is currently unable to 
offer need-based financial assistance to 
international students enrolled in the M.B.A. pro- 
gram. However, the Carroll Graduate School of 
Management offers a scholarship to a qualified 
international candidate. 

Information on Expenses 

The four major items of expense are 
tuition, books and supplies, fees and living 
expenses. 

1 . Tuition. Anticipated tuition for the 1 993-94 
academic year is projected to be $538 per semester 
credit. 

2. Books and Supplies. The estimated 
cost of books and supplies is $80.00 per 
course. In certain courses, laboratory fees are 
charged to cover the costs of special materi- 
als, cases, and computer time. 

3. Fees. Other fees include: 

• Application Fee (new students only, 
not refundable) $45.00 

• Registration Fee (per semester) 

15.00 

• Late Registration Fee 4 5.00 

• Certified Credits (transcript) 2.00 

• Grad Student Activity Fee 12.00 

-22.00 

• I.D. Card Fee 15.00 
4. Living Expenses. Living expenses vary in 
individual situations. A realistic estimate is in the 
neighborhood of $5,400 per semester for rent, 
food, and personal expenses for students living 
away from home. 

For a full-time student living away from home, 
estimated annual expenses are as follows: 

Tuition (approximate, based upon a first-year 
load of 3 1 credit hours) $ 1 6,678.00 

Books and Supplies 800.00 

Living Expenses (estimate) 10.800.00 

TOTAL $28,278.00 

Payments 



All tuition and fees are due and payable in full 
at the time of registration at the beginning of each 
semester. (See the Academic Calendar at the back 
of this Catalog for registration deadlines.) All 
checks should be made payable to BOSTON 
COLLEGE. 

As confirmation of their intention to attend, 
all admitted students must make a non-refundable 
acceptance deposit which is credited toward their 
tuition. The full-time student deposit is $400, 
($200 of which is refundable if a student notifies 
the Admissions Office of a change of plans by July 
1). The part-time student deposit is $200. This 
$200 deposit is non-refundable. 

Deferred Payment 

Students who prefer to make payments on a 
monthly basis should contact the University Fi- 
nancial Aid Office, Lyons Hall, for details of in- 
stallment loan plans available through local lend- 
ing institutions. In cases of extreme hardship, stu- 
dents should make appointments to discuss their 
individual problems with representatives of the 
University Financial Aid Office. 

Financial Aid 

The Carroll Graduate School of Management 
offers a limited number of Graduate Assistant- 
ships and scholarships. These are merit-based 
awards that are available to qualified students. 

Recipients of need-based financial aid are ex- 
pected to fill out financial background forms for 
the University including: 1) the Financial Aid 
Form (FAF), or 2) the GAPSFAS, 3) Parents' 
Federal Tax Form, 4) Students' Federal Tax 
Form, and 5) Financial Aid Transcripts from all 
previously attended universities. 

Graduate and Research Assistantships 

Graduate Assistants are assigned to 
academic departments for teaching, re- 
search, or administrative duties. Each 
spring, beginning February 1, for the Carroll 
Graduate School of Management, all appli- 
cations of incoming full-time students are 
reviewed along with the records of first- 
year students for these assistantships. 
Annual decisions are made in March. 

All Assistantship awards must be re- 
ported to the University Financial Aid office 
and are factored into the student's total 
financial aid package. 

Part-Time Employment 

There are some opportunities for part- 
time employment in the University environ- 
ment, including assignments as readers in courses, 
library assistants, administrative assistants, tutors, 
etc. Information on these opportunities is avail- 
able through the University Financial Aid Office 
and through the various departments in the 
School of Management. Students should contact 
the Financial Aid Office to determine their eligi- 
bility under the Federal Work Study Program. 
The Career Services Office provides current list- 
ings of part-time employment opportunities in 
companies, service organizations, and govern- 
ment within the Greater Boston Metropolitan 
area. 



Federal, State, and Private Loan Programs 

Students are urged to consider various state 
and federal programs such as the Massachusetts 
Higher Education Loan Program (HELP), which 
is administered by local banks for the state gov- 
ernment and the Guaranteed Insured Loan Pro- 
gram (GILP), which is guaranteed by the federal 
government and administered by local banks. Ad- 
ditionally, the American Assembly of Collegiate 
Schools of Business (AACSB) administers an 
M.B.A. Loans Program specifically for M.B.A. 
candidates. This program is not needs-based. The 
Financial Aid Office has information about these 
programs and about their current status. 

GENERAL INFORMATION 

Grading 

Students must maintain a 3.00 (B) 
grade point average to be in good academic 
standing in the Carroll Graduate School of 
Management. Students will receive one of 
the following grades in each course at the 
end of the semester: A, A-, B+, B, B-, C, W, F, 
or I. The high passing grade of A is awarded for 
course work which is distinguished. The passing 
grade of B is awarded for course work which is 
clearly satisfactory at the graduate level. The low, 
passing grade of C is awarded for work which is 
minimally acceptable at the graduate level. The 
failing grade of F is given for work which is un- 
satisfactory. 

Academic credit is granted for courses in 
which a student receives a grade of A, A-, B+, B, 
B-, or C. No academic credit is granted for a 
course in which a student receives a grade of F. A 
student who receives a grade of C or less in five 
courses will be subject to academic review and 
may be required to withdraw from the Graduate 
Program. Additionally, a student who receives 
three F's will be automatically dropped from de- 
gree candidacy. 

Scholastic Average 

For purposes of computing scholastic 
standing, numeric averages are assigned to 
letter grades as follows: A: 4.0, A-: 3.7, B+: 
3.3, B: 3.0, B-: 2.7, C: 2.0, F: 0. In order to 
graduate a student must attain an overall 
average of B- (2.70) or higher in course 
work. 

Withdrawal from a Course 

No grade entry and no record of courses will 
appear in permanent records for students who 
withdraw from courses during the registration 
period. After the registration period but before 
the last three weeks of class, grades of W will be 
recorded for dropped courses. Beginning with the 
last three weeks of class and during the examina- 
tion period, a grade of F will be recorded and will 
be entered into the computations of the student's 
average unless the Graduate Dean indicates an- 
other recording entry. This same condition ap- 
plies to students who enroll and neglect to with- 
draw formally. 

Course Completion 

All required work in any course must be com- 
pleted by the date set for the course examination. 



12 4* Carroll Graduate School of Management • Departments and Faculty 



For adequate reasons, however, a deferment may 
be allowed at the discretion of the professor of the 
course. If such a deferment is granted, the pro- 
fessor will determine its length up to a maximum 
of four months from the end of the examination 
period. Deferments longer than four months may 
be granted only by the Graduate Dean, who will 
in all cases consult the professor of the course. If 
a deferment is granted, the student will receive a 
temporary grade of I (Incomplete), which will be 
changed after the above-mentioned date to any 
of the above grades except W. 

Course Load 

The minimum course load for a full-time 
student is four courses per semester. The 
maximum course load for a full-time student 
is five courses per semester. Four courses 
are generally considered to be a full-time 
load. In some cases, arrangements may be made 
through the Graduate Dean for adjustment of 
course loads to meet personal problems or situa- 
tions. The minimum course load for part-time 
students is one course, with special permission 
from the Dean. The maximum load for a part- 
time student is two courses. 

Time Limit 

All students are expected to complete 
all requirements for the M.B.A. degree 
within six (6) years of the initial registra- 
tion. All requirements for the M.S. in Finance 
degree must be completed within four (4) 
years. Approved leaves of absence can be 
used to adjust this limit. 

Leave of Absence and Readmission 

If a student finds it necessary to interrupt his 
or her program of study, he or she should notify 
the Graduate Dean's office in writing, including 
reasons for the requested leave of absence and an- 
ticipated date of return. If the period of interrup- 
tion exceeds one semester, the student must file 
for reinstatement upon returning to the program. 
A reinstatement decision will consider the 
student's prior academic performance, the length 
of his or her absence, current admission policies 
and enrollment figures, and changes in the pro- 
gram or degree requirements that may have taken 
place during the period of absence. 

Students who take a leave of absence from the 
University for any length of time must apply for 
readmission with the Office of the University 
Registrar, Lyons 112. 

Summer Session 

The Carroll Graduate School of Manage- 
ment provides a limited number of course 
offerings on an accelerated schedule dur- 
ing June and July. Students may take one 
or two courses during the summer session. 

Clearance for Good Standing 

Every student must be in good stand- 
ing with the M.B.A. Program and with the 
Controller's Office in order to be eligible for 
enrollment in course work. Fach registra- 
tion, therefore, will be checked to ensure that the 
student meets the following conditions: 

Academic: Must be maintaining a 
satisfactory academic average; 



Administrative: Must be fulfilling prescribed 
administrative requirements; 

Financial: Must be in good standing with 
the Controller's Office. 
Student Integrity 

It is the purpose of the Boston College 
Wallace E. Carroll Graduate School of Man- 
agement to develop the whole person. In- 
tegrity and honesty in the performance of 
all assignments both in the classroom and 
outside are essential to this purpose. A 
student who submits work which is not his 
or her own violates the principle of high 
standards and jeopardizes his or her right 
to continue at the Carroll Graduate School 
of Management. 

Listed below are the faculty members in 
each department in the Carroll Graduate 
School of Management. 



ACCOUNTING 

Faculty 

Arthur L. Glynn, Professor Emeritus; M.B.A., 
Boston University; J.D., Boston College Law 
School 

Arnold Wright, Professor; B.S., Univer- 
sity of Colorado; M.B.A., Ph.D., University 
of Southern California. 

Jeffrey R. Cohen, Associate Professor; 
B.S., Bar Ilan University; M.B.A., Columbia 
University; Ph.D., University of Massachu- 
setts at Amherst; CM. A. 

Louis Corsini, Associate Professor; 
B.S.B.A., M.B.A., Boston College; Ph.D., 
Louisiana State University; C.P.A., Massa- 
chusetts 

Ronald Pawliczek, Associate Profes- 
sor; B.B.A., Siena College; M.B.A., Ph.D., 
University of Massachusetts 

Kenneth B. Schwartz, Associate Pro- 
fessor, Chairperson of the Department; 
B.S., M.S., University of Rhode Island; Ph.D., 
Syracuse University 

Progyan Basu, Assistant Professor; B.F.Jadavpur 
University, India; M.B.A., University of Mis- 
souri, Kansas City; Ph.D.(cand.), University of 
Nebraska, Lincoln 



Stanley J. Dmohowski, Assistant Pro- 
fessor; B.S.B.A., Boston College; M.B.A., 
New York University; C.P.A., Massachusetts 

Theresa Hammond, Assistant Profes- 
sor; B.S., University of Denver; M.S.A., Ph.D., 
University of Wisconsin 

Dennis Hanno, Assistant Professor; 
B.B.A., University of Notre Dame; M.S., 
Western New England College, Springfield; 
Ph.D., University of Massachusetts, Amherst 

Gil J. Manzon, Assistant Professor; B.S., 
Bentley College; D.B.A., Boston University 

Billy Soo, Assistant Professor- B.S., Uni- 
versity of Philippines; M.S., Ph.D., North- 
western University 

Gregory Trompeter, Assistant Profes- 
sor; B.S., Illinois State University; M.B.A., 
Ph.D., University of Wisconsin 

Thomas Porter, lnstnictor; B.S., University of 
Maryland; M.S.M., Georgia Institute of Tech- 
nology; Ph.D.(cand.), University of Wash- 
ington 

BUSINESS LAW 

Faculty 

Frank J. Parker, S.J., Professor; B.S., College of 
the Holy Cross; J.D., Fordham University Law 
School; M.Th., Louvain University 

David P. Twomey, Professor, Chairperson of the 
Department; B.S., J.D., Boston College; M.B.A., 
University of Massachusetts 

Alfred E. Sutherland, Associate Professor; B.S., 
A.M., J.D., Boston College 

S. Anita Ryan-Webster, Assistant Professor; B.A., 
J.D., Boston College 

COMPUTER SCIENCE 

Faculty 

Peter G. Clote, Professor; B.S., Massachusetts 
Institute of Technology; M.A., Ph.D., Duke 
University 

Howard Straubing, Professor; A.B., University of 
Michigan; Ph.D., University of California at Ber- 
keley 

James Gips, Associate Professor; B.S., Massachu- 
setts Institute of Technology; M.S., Ph.D., 
Stanford University 

Peter Kugel, Associate Professor; A.B., Colgate 
University; Ph.D., Harvard University 

Michael C. McFarland, S.J., Associate Professor, 
Chairperson of the Department; A.B., Cornell Uni- 
versity; TH.M., M.Div., Weston School of The- 
ology; M.S., Ph.D., Carnegie-Mellon University 

C. Peter Olivieri, Associate Professor; B.S.B.A., 
M.B.A., Boston College; Ph.D., Columbia Uni- 
versity 

Edward Sciore Associate Professor; B.S., 
Yale University; M.S.E., Ph.D., Princeton Uni- 
versity 



Carroll Graduate School of Management • Departments and Faculty • 12 5 



Radha R. Gargeya, Assistant Professor; 
B.E., Andhra University, India; M. Tech, Ph.D., 
Indian Institute of Technology; Ph.D., Illinois 
Institute of Technology 

Robert P. Signorile, Assistant Profes- 
sor; B.S., Queens College; M.S., New York 
University; M.S., Ph.D., Polytechnic Univer- 
sity 

FINANCE 

Faculty 

Edward J. Kane, Cleary Professor; B.S., 
Georgetown University; Ph.D., Massachusetts 
Institute of Technology 

Alan Marcus, Professor; B.A., Wesleyan 
University; Ph.D., Massachusetts Institute 
of Technology 

Mya Maung, Professor; A.B., Rangoon 
University; A.M., University of Michigan; 
Ph.D., Catholic University 

Robert Taggart, Professor; B.A., 
Amherst College; M.S., Ph.D., Massachu- 
setts Institute of Technology 

Hassan Tehranian, Professor, Chairper- 
son of the Department; B.S., Iranian Insti- 
tute of Advanced Accounting; M.B.A., Ph.D., 
University of Alabama 

George A. Aragon, Associate Profes- 
sor; A.B., University of California at Los 
Angeles; D.B.A., Harvard University 

Elizabeth Strock Bagnani, Associate 
Professor; B.B.A., College of William and 
Mary; Ph.D., University of Massachusetts at 
Amherst 

Laurence M. Benviniste, Associate 
Professor; B.S., University of California, 
Irvine; Ph.D., University of California, Berke- 
ley 

Clifford G. Holderness, Associate Pro- 
fessor; A.B., J.D., Stanford University; M.Sc, 
London School of Economics 

John G. Preston, Associate Professor; 
B.A.Sc, University of British Columbia; 
M.B.A., Western Ontario; D.B.A., Harvard 
University 

Nickolaos G. Travlos, Associate Pro- 
fessor; B.S., University of Athens, Greece; 
M.B.A, M.Phil., Ph.D., New York University 

Timothy S. Mech, Assistant Professor; 
B.A., Indiana State University; M.S., Ph.D., 
University of Rochester 

Hamid Mehran, Assistant Professor; B.A., 
Gilan College of Management; Ph.D., Univer- 
sity of North Carolina, Chapel Hill 

Manoj Singh, Assistant Professor; 
B.Tech., Indian Institute of Technology, 
Kanpur; M.S., Ph.D., Purdue University 

William J. Wilhelm, Assistant Profes- 
sor; B.B.A., M.A., Wichita State University; 
Ph.D., Louisiana State University 



MARKETING 

Faculty 

John T. Hasenjaeger, Associate Professor; B.S., 
Bradley University; M.S., Southern Illinois 
University; Ph.D., Syracuse University 

Raymond F. Keyes, Associate Professor; A B . , Colby 
College; M.B.A., Boston College 

Michael P. Peters, Associate Professor, Chairper- 
son of the Department; B.S., M.B.A., Northeastern 
University; Ph.D., University of Massachusetts 

Kusum Ailawadi, Assistant Professor; B.Sc, Delhi 
University, India; M.B.A., India Institute of 
Mangement, India; Ph.D., University of Virginia 

Victoria L. Crittenden, Assistant Professor; B.A., 
Arkansas College; M.B.A., University of Arkan- 
sas; D.B.A., Harvard University 

Jean Romeo, Assistant Professor; B.S., Bucknell 
University; Ph.D., University of Massachusetts, 

Amherst 

Martin Roth, Assistant Professor; B.A., M.B.A., 

Ph.D., University of Pittsburgh 

Gerald E. Smith, Assistant Professor;B.A.,Brandeis 
University; M.B.A., Harvard University; DBA, 
Boston University 

Eugene Bronstein, Lecturer; A.B., Dartmouth 
College; M.B.A., Harvard University 



ORGANIZATION STUDIES— HUMAN 
RESOURCES MANAGEMENT 

Faculty 

Jean M. Bartunek, R.S.C.J., Professor; Chairper- 
son of the Department; A.B., Maryville College; 
A.M., Ph.D., University of Illinois at Chicago 

William R. Torbert, Professor; B.A., Ph.D., Yale 
University 

Dalmar Fisher, Associate Professor, B.S., North- 
western University; M.B.A., Boston College; 
D.B.A., Harvard University 

Judith Gordon, Associate Professor; A.B., Brandeis 
University; M.Ed., Boston University; Ph.D., 
Massachusetts Institute of Technology 

John W. Lewis, III, Associate Professor; A.B., 
Ohio Wesleyan University; Ph.D., Case Western 
Reserve University 

Richard P. Nielsen, Associate Professor; B . S . , M . A. , 
University of Pennsylvania; Ph.D., Syracuse Uni- 
versity 

William Stevenson, Associate Professor; B.S., 
University of Maryland; M.A., Ph.D., University 
of California 

J. Douglas Orton, Instructor; B.A., M.O.B., 

Brigham Young University; Ph.D. (cand.), Uni- 
versity of Michigan 



OPERATIONS AND STRATEGIC 
MANAGEMENT 

Faculty 

Joseph A. Raelin, Professor; A.B., Ed.M., Tufts 
University; C.A.G.S., Boston University; Ph.D., 
SUNY, Buffalo 

Jeffrey L. Ringuest, Professor, Chair- 
person of the Department; B.S., Roger Wil- 
liams College; M.S., Ph.D., Clemson Univer- 
sity 

Larry P. Ritzman, Galligan Professor; 
B.S., M.B.A., University of Akron; D.B.A., 
Michigan State University 

John E. Van Tassel, Professor; B.S., 
B.A., A.M., Boston College; Ph.D., Harvard 
University 

Samuel B. Graves, Associate Professor; 
B.S., U.S. Air Force Academy; M.S., D.B.A., 
The George Washington University 

Hassell McClellan, Associate Profes- 
sor; B.A., Fisk University; M.B.A., University 
of Chicago, D.B.A., Harvard University 

David C. Murphy, Associate Professor; 
B.B.S., New Hampshire College; M.B.A., 
D.B.A., Indiana University 

M. Hossein Safizadeh, Associate Pro- 
fessor; B.B.A., Iran Institute of Banking; 
M.B.A., Ph.D., Oklahoma State University 

Sandra A. Waddock, Associate Profes- 
sor; B.A., Northeastern University; M.A., 
Boston University; M.B.A., D.B.A., Boston Uni- 
versity 

Catherine S. Lerme, Instructor; B.S., Lycee 
Michel Montaigne, France; M.S., Ecole Nationale 
Superieore De Chimie, France; M.B.A., Ph.D. 
(cand.), University of Massachusetts, 
Amherst 

Lawrence Halpern, Lecturer; B.A., 
Harvard University; M.B.A., Columbia Uni- 
versity 

David R. McKenna, Lecturer; B.S., M.B.A., 

Boston College 



12 6* Gru>i ^teSghoolofSooalWork^DegreePrograms 



Graduate School of Social Work 

In keeping with the four-century Jesuit tradition of educating students 
in the service of humanity, Boston College established a Graduate 

School of Social Work in March, 1936. In addition to providing foun- 
dation courses for all students, its professional programs afford each the 

opportunity to concentrate in a social work method: clinical social work or 

social planning and administration on the Master's level; clinical social work 

or social planning on the Doctoral level. Practice area subconcentrations, 

including Child Welfare, Occupational Social Work, Health and Medical 

Care, Forensic Social Work and Gerontology, are also available within the 

Master's level concentrations. 



PROFESSIONAL PROGRAM: MASTER'S 
LEVEL 

The Master's Program is accredited by the Coun- 
cil on Social Work Education and is designed for 
completion in two full-time academic years of 
concurrent class and field work. Students may also 
take the First Year segment on a part-time basis 
over four semesters and a summer. All degree re- 
quirements are to be fulfilled within a period of 
six years, at least one of which must be a year of 
residence. 

Off-campus Opportunities: A major portion of 
the part-time component is available at sites in the 
Worcester, Plymouth, and Springfield areas, and 
in Portland, Maine, in addition to Chestnut Hill. 
WTiile classes for all students in the final full-time 
year are conducted on the main campus, field 
placements can be arranged in the respective geo- 
graphic areas. 

Social Work Practice 

The foundation course in social work prac- 
tice is designed to acquaint students with 
the generic aspects of theory and practice 
skills common to all modes of intervention 
with individuals, families, small groups and 
communities. It also incorporates a bridg- 
ing component relating the content to the 
specific modes in which the students plan 
to concentrate and is a prerequisite for 
them. 
SW 700 Social Work Practice 

Social Welfare Policy and Services 

Foundation courses in the Social Welfare 
Policy and Services area are designed to 
give the student a knowledge of the vari- 
ous social welfare problems and issues that 
affect individuals in today's world. Offerings in- 
clude foundation courses and electives with ad- 
vanced content. 

SW 701 The Social Welfare System 
SW 702 Social Policy Analysis 
SW 801 Racism: Dynamics of Social Process 
SW 802 The Challenge of the Aging Soci- 
ety: Issues and Options 



SW 805 Issues in Family and Children's 
Services 

SW 808 Legal Aspects of Social Work 
SW 813 Comparative Policy Analysis and 
Field Experience 

SW 814 Ethical and Policy Issues in Contem- 
porary Health Care 

SW 818 Forensic Issues for Clinical Social 
Workers-Focus: Prisoners 
SW 819 SWPS Independent Study 

Human Behavior and the Social 
Environment 

Courses in the Human Behavior and Social 
Environment area are designed to give the 
student a knowledge of the physical, psy- 
chological, and social/environmental forces 
that affect human development. Course of- 
ferings are the following: 
SW 721 Human Behavior and the Social 
Environment 

SW 722 Psychosocial Pathology 
SW 724 Social Work Perspectives on Orga- 
nizations and Communities 
SW 727 Substance Abuse: Alcohol and 
Other Drugs 

SW 820 Advanced Social Work Practice in Re- 
sponse to the AIDS Epidemic 
SW 821 Small Group Theory 
SW 822 The Traumatic Impact of Victimization 
on Child and Adolescent Development 
SW 827 Ego Psychology 
SW 833 Social Gerontology 
SW 836 Self Psychology 
SW 839 HBSE Independent Study 

Social Work Research 

Research is viewed as an action-oriented method 
of social work intervention building knowledge to 
improve social work and social welfare services. 
The curriculum focus is to produce social work 
practitioners who (1) are concerned and knowl- 
edgeable about issues, needs, and service delivery 
problems of at-risk groups, and (2) are able 
to design and implement research efforts 
relevant to social work practice with such 
groups. 



Foundation and elective courses include 
the following: 

SW 740 Introduction to the Computer 
SW 747 Research Methods in Social Work 
Practice 

SW 751 Quantitative Methods in Social 
Work Practice 

SW 840 Advanced Quantitative Analysis 
SW 841 Evaluative Research for Micro-Prac- 
tice 

SW 844 Evaluative Research for Macro- 
Practice 

SW 845-846 Research Design Seminar I-II 
SW 848 Research Readings in Women's Is- 
sues 

SW 849 Research Independent Study 
SW 850 Research Group/Independent 
Study: Advanced Couples and Family 
Therapy; Seasoned Marriages 
SW 851 Policy Analysis Research for Social 
Reform 

SW 854 Behavioral and Political Dynamics 
of Poverty 
SW 859 Practice Evaluation 

Field Instruction 

Social work graduate education requires 
that students complete two field practica 
in affiliated agencies/organizations under 
qualified field instructors. Field placements 
offer students opportunities to become 
involved in "hands on" experience: to learn 
agency functions and policy; to become 
familiar with community resources; to ap- 
ply theory to practice; and to develop a 
professional social work identity. Place- 
ments are in public and private social agen- 
cies; clinics, hospitals, schools and prisons; 
community, social and health planning 
agencies; and in selected occupational set- 
tings. Field offerings include the following: 
SW 900 Field Practicum Lab 
SW 901-902 (or 905) CSW Field Instruc- 
tion I-II 

SW 903-904 CSW Field Instruction III-IV 
SW 907-908 (or 909) Social Planning and 
Administration Field Instruction I-II 
SW 914-916 Community Organization, 
Social Planning and Policy Field Instruction 

ni-rv 

SW 919-920 Human Services Administra- 
tion Field Instruction III-FV 

Clinical Social Work 

Clinical Social Work is an orderly process of 
working with individuals and families to help 
them in dealing with personal, interpersonal 
and environmental difficulties. The process 
includes an exploration and understanding 
of the person and the nature of his/her dif- 
ficulties and the purposeful use of a vari- 
ety of interventive skills designed to reduce 
the difficulties and to increase the 
individual's capacity for adequate social 
functioning. 

The curriculum is arranged so that the 
student acquires a foundation in the generic 
aspects of clinical social work and is af- 
forded an opportunity to expand his/her 
knowledge and skill through the selection 



Graduate School of Social Work* Degrf.e Programs • 127 



of electives that are related to specific as- 
pects of practice. 

The course offerings are as follows: 
SW 762 Basic Skills in Therapeutic Interven- 
tion 

SW 860 Advanced Couples and Family 
Therapy: Theory, Evaluation and Practice 
SW 861 Differential Assessment and Inter- 
vention 

SW 862 Social Work with the Deaf and Hard 
of Hearing 

SW 863 Cross-Cultural Social Work 
SW 864 Group Therapy 
SW 865 Family Therapy I 
SW 866 Therapeutic Interventions with the 
Elderly 

SW 867 Clinical Social Work Treatment of 
Children and Adolescents 
SW 868 Integrative Seminar in Clinical So- 
cial Work 

SW 869 Clinical Social Work Independent 
Study 

SW 871 Social Work in an Extreme Stress- 
ful Environment: the Prison 
SW 873 Psychosocial Dimensions of Health 
and Medical Care Practice 
SW 874 Adult Psychological Trauma: As- 
sessment and Treatment 
SW 875 Family Therapy II 
SW 876 Time-Effective Therapy 
SW 880 Social Work Practice in Child Wel- 
fare 

Social Planning and Administration 

Emphasizing disciplined inquiry, theoretical 
and skill-based knowledge for practice, and 
commitment to social justice, the Concen- 
tration in Social Planning and Administration 
prepares students for leadership roles in 
human services. The program seeks to at- 
tract students capable of making important 
contributions over their professional ca- 
reers to human services and other social 
interventions that enhance individual, fam- 
ily, and societal well-being. More particu- 
larly, this area of the curriculum is designed 
to provide students with the knowledge and 
skills necessary for 

• planning, implementing and managing 
human services; 

• utilizing participatory strategies which involve 
individuals, groups and organizations in planned 
development processes; 

• providing executive leadership which is 
both creative and practical for private and 
public human service agencies; 

• advancing social policy that enhances the 
well-being of individuals, families, commu- 
nities and society, with special regard for 
the needs of low-income and otherwise 
vulnerable populations; 

• researching, analyzing, and evaluating 
policies and programs. 

Students may choose one of two tracks 
within the concentration, either Community 
Organization, Social Planning and Policy 
(COSPP), or Human Services Administration. 
COSPP prepares social workers for staff and lead- 
ership roles in advocacy, community develop- 
ment, policy development, social planning 



and policy analysis. The Administration 
track prepares managers committed to 
social work goals and skilled in techniques 
of human services management. By group- 
ing electives, students in either track may 
also subconcentrate in a field of practice. 
The Concentration builds on the School's 
foundation courses with a joint methods 
course and first year field curriculum de- 
signed for all students in both the COSPP 
and Administration tracks. In addition, each 
track includes two advanced methods 
courses, a human behavior/social environ- 
ment corollary, and a second year methods- 
specific field practicum, as well as supple- 
mentary electives. 
Course offerings are as follows: 
SW 790 Social Work in Industry 
SW 800 Basic Skills in SPA Interventions 
SW 809 Administration of Human Services 
Programs 

SW 810 Seminar in Administration and Fi- 
nancial Management 

SW 816 Supervision and Staff Management 
SW 883 Social Planning in the Community 
SW 884 Strategic Planning 
SW 888 Seminar in Community Organiza- 
tion and Political Strategy 
SW 897 Planning for Health and Mental 
Health Services 
SW 899 SPA Independent Study 

JOINT DEGREE PROGRAMS 

The Graduate School of Social Work has 
instituted three joint degree programs with 
other graduate units of Boston College. 
Particulars on each are available from the 
respective Admissions Offices, and candi- 
dates must apply to and be accepted by 
each of the relevant schools independently. 

The M.S.W./M.B.A. Program, in coopera- 
tion with the Carroll Graduate School of 
Management, involves three full-time years, 
one each in the foundation years of both 
schools, and the third incorporating joint 
class and field work. 

The four-year M.S.W./J.D. Program, in- 
augurated in 1988 with Boston College Law 
School, requires a foundation year in each school 
followed by two years of joint class and field in- 
struction with selected emphasis on such areas as 
family law and services; child welfare and advo- 
cacy; socio-legal aspects and interventions relat- 
ing to poverty, homelessness, immigration, etc. 

The three-year M.S.W./M.A. (Pastoral Min- 
istry) in conjunction with the Boston College 
Institute for Religious Education and Pastoral 
Ministry was begun in 1989 and consists of a foun- 
dation year in each curriculum with a third year 
of jointly administered class and field instruction. 
Areas of focus include clinical work in hospitals 
and prisons, organizational services/administra- 
tion, and parish social ministry. 

Accelerated B.A./M.S.W. Program 

In cooperation with the College of Arts and 
Sciences, the School has instituted a Three/ 
Two Program whereby a limited number of 
Psychology and Sociology Majors may com- 
bine first-year Graduate Social Work 



courses and field work with their junior and 
senior studies, receive the B.A. at the end 
of four years, and then enroll formally for 
the final year of the M.S.W. Program. 

For sophomore prerequisites and appli- 
cation information, undergraduates should 
call the Graduate School of Social Work 
Director of Admissions, Ext. 4024. 

The School also offers an upper-division 
introductory course which is not applicable 
to the M.S.W. degree: SW 600 Introduction 
to Social Work is cross-listed with the De- 
partments of Psychology and Sociology, 
College of Arts and Sciences. 

PROFESSIONAL PROGRAM: DOCTORAL 
LEVEL 

The Doctor of Social Work program for 
M.S.W. practitioners who have demon- 
strated competence in a practice method 
is designed to 1) extend the student's con- 
ceptual and empirical knowledge about clini- 
cal or social policy analysis and planning 
methods of social work practice which are 
responsive to people in need of services; 
and 2) integrate the student's research 
competencies with clinical or planning com- 
petencies in order to develop social work- 
ers with the capacity for formulating and 
implementing systematic studies of profes- 
sional practice. 

Six core courses, four specialization 
courses (clinical or planning), four electives 
and nine dissertation-related credits, com- 
prise the 51 credits required for the DSW. 
The program, instituted in 1979, is de- 
signed for part time study. Courses offered 
to date include the following: 
SW 960 Public Policy as a Field 
SW 962 Social Policy Analysis 
SW 963 Scientific Inquiry in Social Work 
SW 964 Statistical Analysis for Social Work 
Research 

SW 965 Evaluation of Outcomes in Clinical 
Practice 

SW 966 Dissertation Seminar 
SW 971 Doctoral Seminar in Clinical Practice I 
SW 972 Empirical Clinical Practice 
SW 973 Comparative Models of 
Intervention 

SW 974 Issues in Clinical Social Work 
Practice 

SW 976 Ego Psychology and Clinical 
Practice 

SW 978 Ethnicity, Race, Gender & Class: 
Theory, Models and Research in Clinical 
Practice 

SW 980 Social Planning Theory 
SW 981 Social Planning Models: Congruence 
and Evaluation 

SW 982 Participatory Dynamics of Social 
Planning 

SW 983 Planning for Specific Intervention 
Domains I 

SW 984 Planning for Specific Intervention 
Domains II 

SW 992 Correlation and Regression 
UN 880 Psychoanalytic Psychiatry: Issues 
in the Theory of Technique 



12 8* Law Set kx>l # Degree Programs 



Independent Studies, Tutorials, Teach- 
ing Labs, Dissertation Direction, and Profes- 
sional Workshops by arrangement. 

CONTINUING EDUCATION 

The Office of Continuing Education offers 
workshops, seminars, institutes and mini- 
courses in a wide variety of subject areas 
for human services professionals. Continu- 
ing Education credits associated with these 
offerings are applicable to Massachusetts 
Social Work Licensing requirements. Ad- 
vanced training certificate programs are 
also available. 

Information 

For a more detailed description of course 
offerings, the applicant should consult the 
Boston College Graduate School of Social 
Work Bulletin which may be obtained by 
writing to the Director of Admissions, Bos- 
ton College Graduate School of Social Work, 
Chestnut Hill, Massachusetts 02167. 

FACULTY 

June Gary Hopps, Dean, Professor; 
A.B., Spelman College; M.S.W., Atlanta Uni- 
versity" Ph.D., The Florence Heller School 
for Advanced Studies in Social Welfare, 
Brandeis University 

Demetrius S. Iatridis, Professor; A.B., 
Washington Jefferson College; M.S., Uni- 
versity of Pittsburgh; Ph.D., Bryn Mawr 

Richard A. Mackey, Professor; A.B., 
Merrimack College; M.S.W., Catholic Univer- 
sity of America; D.S.W., Catholic University 
of America 

Anthony N. Maluccio, Professor, Chair, 
D.S.W. Program; B.A., Yale University; M.S., 
D.S.W., Columbia University 

Elaine Pinderhughes, Professor, Chair, 
Clinical Social Work; A.B., Howard Univer- 
sity; M.S.W., Columbia University 

Robert L. Castagnola, Associate Professor; B . S . S . S . , 
Boston College; M.S. W., Boston College Gradu- 
ate School of Social Work 

Albert F. Hanwell, Associate Professor; 

Associate Dean; B.S., Boston College; 

M.S.W., Boston College Graduate School of 
Social Work 

Eric R. Kingson, Associate Professor, 
Chair, Social Planning and Administration; 
B.A., Boston University; M.P.A., Northeast- 
ern University; Ph.D., Brandeis University, 
The Florence Heller School for Advanced 
Studies in Social Welfare- 
Thanh Van Tran, Associate Professor; 
B.A., University of Texas; M.A., Jackson 
State University; M.S.S.W., Ph.D., Univer- 
sity of Texas 



Nancy W. Veeder, Associate Professor; 
A.B., Smith College; M.S., Simmons College 
School of Social Work; Certificate of Ad- 
vanced Study, Smith College School of 
Social Work; Ph.D., The Florence Heller 
Graduate School for Advanced Studies in 
Social Welfare, Brandeis University; M.B.A. 
Boston College Carroll Graduate School of 
Management 

Leon F. Williams, Associate Professor, 
Chair, Social Work Foundation; B.A., Ohio 
State University; M.S.W., West Virginia Uni- 
versity; Ph.D., Brandeis University 

Richard H. Rowland, Adjunct Associate 
Professor; B.S. University of Wisconsin; 
M.S.S.S. Boston University School of Social 
Work; Ph.D., Florence Heller School, Brandeis 
University 

Paul Wilson, Adjunct Associate Profes- 
sor; B.A., Acadia University; M.DIV., Union 
Theological Seminary, New York; M.S.W., 
Ph.D., Washington University, Missouri 



Stephen J. Catalano, Adjunct Assis- 
tant Professor; B.A., University of Massa- 
chusetts; M.S.W., Simmons College School 
of Social Work; D.S.W., Boston College 
Graduate School of Social Work 

Karen K. Kayser, Assistant Professor; 
B.A., Michigan State University; M.S.W., 
Ph.D., University of Michigan 

Barbara Nicholson, Adjunct Assistant 
Professor and Research Associate; B.A., Le 
Moyne College; M.S.W., Syracuse Univer- 
sity; Ph.D., Smith College School for Social 
Work. 

Regina O'Grady-LeShane, Assistant 
Professor; A.B., Caldwell College for Women; 
M.A., New School for Social Research; Ph.D., 
Brandeis University 

Dorothy Weitzman, Adjunct Assistant 
Professor; B.A., Swarthmore College; M.S., 
University of Wisconsin; M.S.W., Columbia 
University School of Social Work 



Law School 

Established in 1929, Boston College Law School is dedi- 
cated to the highest standards of academic, ethical and 
professional development while fostering a unique spirit of com- 
munity among its students, faculty and staff. The 40-acre Law 
School campus in Newton is easily accessible by car and public 
transportation, and has extensive academic, administrative and 
service facilities. Boston College Law School is accredited by the 
American Bar Association, is a member of the Association of 
American Law Schools and has a chapter of the Order of the Coif. 



PRE-LEGAL STUDIES 

Boston College Law School does not des- 
ignate a particular undergraduate program 
or course of study as the best preparation 
for the study of law. Since law spans virtu- 
ally all of the social, economic and political 
processes of our society, every undergradu- 
ate major will include areas of study which 
can relate to subsequent legal education. 

ADMISSION REQUIREMENTS 

An applicant for admission to Boston Col- 
lege Law School as a candidate for the de- 
gree of Juris Doctor must possess a 
Bachelor's degree from an accredited col- 
lege or university. In addition, the applicant 
must take the Law School Admission Test 
(LSAT) and subscribe to LSDAS. The Law 
School has no minimum cutoff for either 
GPA or LSAT. Every application is read by 
the Director of Admissions and/or a mem- 



ber of the Admissions Committee. Boston 
College Law School strongly encourages ap- 
plications from qualified minorities, disabled 
or other students who have been socially, 
economically or culturally disadvantaged. 

Application Procedures 

Application must be made upon the official 
forms, and, as noted therein: 

1) Official transcripts of all collegiate, 
graduate and professional study must be 
sent directly to the Law School Data As- 
sembly Service. 

2) Two recommendations must be sub- 
mitted with the Application to the Law 
School. 

3) The applicant must submit the Law 
School Application Matching Form, which is 
found in each applicant's LSAT/LSDAS reg- 
istration packet, with the Application to 
Boston College Law School. 

4) Decisions made by the Committee on 
Admissions will be mailed to applicants 



Law School 'Degree Programs • 129 



commencing in December. The application 
fee is not refundable. 

5) Acceptance Deposit: To hold a place 
in the class an accepted applicant must 
send an initial deposit of $200 to Boston 
College Law School within the time limit 
specified in the letter of acceptance. The 
deposit will be credited toward tuition for 
the first semester. A second deposit of 
$400 is due and payable by June 1. If no- 
tice of withdrawal is given to the school by 
July 1, $400 of the acceptance deposits 
are refundable. 

6) First semester tuition and charges 
must be fully paid by August 15, or a date 
set in the tuition bills, in order to retain a 
place in the entering class. Arrangements 
can be made to waive this requirement 
under special circumstances by contacting 
the Director of Admissions. 

Registration for Bar Examination 

Each student intending to take a state bar 
examination should determine, by writing to 
the secretary of the Board of Bar Examin- 
ers of that state, the standards and require- 
ments for admission to practice. Some 
states require a student, prior to or shortly 
after beginning the study of law, to regis- 
ter with the Board of Bar Examiners of the 
state in which he or she intends to prac- 
tice. The Assistant Dean's office has bar 
examination information available. 

Auditors 

A limited number of applicants, usually 
members of the bar, who do not wish to 
study for a degree, but who desire to en- 
roll in specific courses, may be admitted as 
auditors. Auditors must prepare regular 
assignments and participate in classroom 
discussions. They are not required to take 
examinations but may elect to do so. Nor- 
mally, credit will not be certified for audit- 
ing. Auditors are charged tuition at the per 
credit hour rate. 

Advanced Standing 

An applicant who basically qualifies for ad- 
mission and who has satisfactorily com- 
pleted part of his or her legal education in 
another AALS-approved law school may be 
admitted to an upper class with advanced 
standing. Normally, four completed semes- 
ters in residence at Boston College which 
immediately precede the awarding of the 
degree will be required. Relatively few stu- 
dents with advanced standing are admitted 
each year. Each transfer applicant must 
submit a transcript of his or her law school 
record, a letter of good standing from his 
or her law school dean and a recommenda- 
tion from a law school professor. Applica- 
tions must be received by July 1 from those 
wishing to enroll for the fall semester. 

Financial Aid Programs 

All financial aid is processed through the 
University's Office of Financial Aid and the 
Law School Admissions Office. Awards are 
made on the basis of need and may include 
tuition remission scholarships as well as low- 



interest loan funds. The Law School has also 
developed a Public Interest Loan Assistance 
program providing financial assistance to 
graduates taking traditionally lower-paying 
positions in government, non-profit corpo- 
rations and legal services programs. Appli- 
cants wishing to be considered for financial 
aid may obtain the necessary applications 
by writing to the Boston College Office of 
Financial Aid, Lyons Hall 201, Chestnut Hill, 
MA 02167. 

Joint J.D./M.B.A. Program 

The Carroll School of Management and the 
Law School at Boston College have a joint 
J.D./ M.B.A. program. Students in the pro- 
gram are required to be admitted indepen- 
dently to both schools. Credit for one 
semester's courses in the M.B.A. program 
is given towards the J.D. degree, and, simi- 
larly, credit for one semester's courses in 
the Law School is given towards the M.B.A. 
degree. Both degrees can thus be obtained 
within four academic years, rather than the 
five required for completing the two de- 
grees separately. Students interested can 
obtain detailed information from the Admis- 
sions Offices of both schools. 

Joint J.D./M.S.W. Program 

The School of Social Work and the Law 
School at Boston College have a joint J.D./ 
M.S.W. Program designed for students in- 
terested in serving the combined legal and 
social welfare needs of individuals, families, 
groups and communities. Students may 
obtain the two degrees in four years, rather 
than the normally-required five years. Joint 
degree candidates must apply to and be 
accepted by both schools. Interested stu- 
dents can obtain more information from the 
Admissions Offices of both schools. 

Other Joint Degree Programs 

The Law School encourages individual stu- 
dents who may be interested in joint de- 
gree programs with other schools and de- 
partments at Boston College or, in some 
instances, with other universities in the 
Boston area, to propose a program to the 
Law School's Associate Dean for Academic 
Affairs. An average of six or more students 
each year are in programs that have been 
developed by students with the approval of 
the two schools involved. 

In addition to the above, students are 
permitted to take a maximum of four gradu- 
ate level courses (12 credits) in other de- 
partments during their final two years with 
the consent of the Associate Dean. Also, 
students may cross-register for certain 
courses at Boston University School of Law. 
A list of courses is made available prior to 
confirmation of Registration. 

Tuition for joint programs is separately 
arranged. 

London Program 

The Law School has a semester-abroad 
program with Kings College at the Univer- 
sity of London. Students in the London 
Program have the opportunity to enroll in 



courses taught in the LL.M. curriculum at 
Kings, and participate in a clinical European 
Law and Practice externship as well. Stu- 
dent placements have included positions 
with the court system as well as govern- 
mental and non-governmental law offices, 
and are supervised by a full-time member 
of the Boston College Law School faculty. 

INFORMATION 

For a more detailed description of course 
offerings, applicants should consult the 
Boston College Law School Bulletin which 
may be obtained by writing to the Office 
of Admissions, Boston College Law School, 
885 Centre Street, Newton, MA 02159. 

FACULTY 

Richard G. Huber, Professor Emeritus; 
B.S., U.S. Naval Academy; J.D., University 
of Iowa; LL.M., Harvard University; LL.D., 
New England School of Law; LL.D., North- 
eastern University 

Francis J. Nicholson, S.J., Professor 
Emeritus; A.B., A.M., Boston College; Ph.L., 
S.T.L., Weston College; LL.B., LL.M., 
Georgetown University Law Center; LL.M., 
S.J.D., Harvard University 

Emil Slizewski, Professor Emeritus; A.B., 
L.L.B., Boston College. 

Hugh J. Ault, Professor; A.B., Harvard 
University; LL.B., Harvard University 

Charles H. Baron, Professor; A.B., Ph.D., 
University of Pennsylvania; LL.B., Harvard 
University 

Arthur L. Berney, Professor; A.B., Uni- 
versity of Virginia; LL.B., University of Vir- 
ginia 

Robert C. Berry, Professor; A.B., Uni- 
versity of Missouri; LL.B., Harvard Univer- 
sity 

George D. Brown, Professor; A.B., Harvard Uni- 
versity; LL.B., Harvard University 

Peter A. Donovan, Professor; A.B., Boston Col- 
lege; LL.B., Boston College Law School; LL.M., 
Georgetown University; LL.M., Harvard Uni- 
versity 

Scott FitzGibbon, Professor; A.B., 

Antioch College; J.D., Harvard University 

John M. Flackett, Professor; LL.B., 
University of Birmingham, England; LL.B., 
St. John's College, Cambridge; LL.M., Uni- 
versity of Pennsylvania 

Sanford J. Fox, Professor; A.B., Univer- 
sity of Illinois; LL.B., Harvard University 

Sanford N. Katz, Professor; A.B., Bos- 
ton University; J.D., University of Chicago 

Cynthia C. Lichtenstein, Professor; 
A.B., Radcliffe College; LL.B., Yale Univer- 
sity; M.C.L., University of Chicago Law School 

Zygmunt J. B. Plater, Professor; A.B., 
Princeton University; J.D., Yale University; 
LL.M., University of Michigan 



13 • SummkrSksiox 



James S. Rogers, Professor; A.B., Uni- 
versity of Pennsylvania; J.D., Harvard Uni- 
versity 

Frank K. Upham, Professor; A.B., 
Princeton University; J.D., Harvard Univer- 
sity 

Michael Ansaldi, Associate Professor; 
A.B., Columbia University; J.D., Yale Univer- 
sity 

Robert M. Bloom, Associate Professor; 
B.S., Northeastern University; J.D., Boston 
College Law School 

Phyllis Goldfarb, Associate Professor; B.A., 
Brandeis University; Ed.Al., Harvard University; 
J.D., Yale Law School; L.L.M., Georgetown 
University 

Ingrid Hillinger, Associate Professor; 
A.B., Barnard College; J.D., College of Will- 
iam & Mary 

Ruth-Arlene W. Howe, Associate Pro- 
fessor; A.B., Wellesley College; S.M., 
Simmons College; J.D., Boston College Law 
School 

Judith A. McMorrow, Associate Pro- 
fessor; B.A., B.S., Nazareth College; J.D., 
University of Notre Dame 

Sharon Hamby O'Connor, Associate 
Professor and Law Librarian; A.B., Southern 
Methodist University; M.S.L.S., Columbia 
University; J.D., Harvard University 

Thomas C. Kohler, Associate Profes- 
sor; A.B., Michigan State University; J.D., 
Wayne State University 

James R. Repetti, Associate Professor; 
B.A., Harvard College; M.B.A., J.D., Boston 
College 

Robert H. Smith, Associate Professor; B.A., 
Wesleyan University; J.D., University of Chi- 
cago 

Mark R. Spiegel, Associate Professor; 
A.B., University of Michigan; J.D., University 
of Chicago 

Alfred C.C. Yen, Associate Professor; B.S., M.A., 
Stanford University; J. D., Harvard University 

Dean M. Hashimoto, Assistant Professor; A.B., 
Stanford University; M.S., University of Califor- 
nia (Berkeley); M. P. H., Harvard University; M.D., 
University of California (San Francisco); J.D., 
Yale University 

Frank R. Herrmann, S.J., Assistant 
Professor; A.B. Fordham University; M.Div., 
Woodstock College; J.D., Boston College. 

Renee M. Landers, Assistant Professor; 
A.B., Radcliffe College; J.D., Boston College 
Law School 

Daniel Barnett, Adjunct Assistant Pro- 
fessor; B.A., J.D., University of the Pacific 

Joan Blum, Adjunct Assistant Professor; 
A.B., Radcliffe College; J.D., Columbia Uni- 
versity 



Leslie Espinosa, Adjunct Assistant Pro- 
fessor; B.A., University of Redlands; J.D., 
Harvard University 

Anthony Farley, Visiting Assistant Pro- 
fessor; B.A., University of Virginia; J.D., 
Harvard University 

George Fisher, Adjunct Assistant Pro- 
fessor; A.B., J.D., Harvard University 

Elisabeth Keller, Adjunct Assistant Pro- 
fessor; B.A., Brandeis University; M.A., J.D., 
Ohio State University 

Jane K. Gionfriddo, Adjunct Assistant 
Professor; B.A., Wesleyan University; J.D., 
Boston University 

Daniel Kanstroom, Adjunct Assistant 
Professor; B.A., State University of New 
York, Binghamton; J.D. Northeastern Uni- 
versity 



Jean E. McEwen, Adjunct Assistant 
Professor; B.A., University of Minnesota; 
J.D., Northwestern University 

Alan Minuskin, Adjunct Assistant Pro- 
fessor; B.A., University of Miami; J.D., New 
England School of Law 

Francine T. Sherman, Adjunct Assis- 
tant Professor; B.A., University of Missouri; 
J.D., Boston College 

Paul R. Tremblay, Adjunct Assistant 
Professor; B.A., Boston College; J.D., Uni- 
versity of California, Los Angeles 



Summer Session 



With its wide range of accredited courses 
and special programs, Boston College Sum- 
mer answers the educational needs of a 
broad spectrum of students at every level — 
those already in degree programs, at Bos- 
ton College and at other institutions, but 
also academic and business professionals 
seeking to expand their capacity to meet 
the challenges in their specialized fields. 

The convenient suburban setting and 
extensive facilities for housing and recre- 
ation place Boston College Summer in a 
unique position to provide the student with 
an ideal environment for summer study. 
Although the student body is highly diver- 
sified, all intermingle successfully, enjoying 
a relaxed and enthusiastic faculty, smaller 
classes, and the summertime beauty of the 
campus. 

The summer program takes place within 
two intensive six-week periods beginning in 
early May in which credits earned per course 
are equivalent to one semester of the regu- 
lar academic year. 

Admission 

Under a policy of open registration, Bos- 
ton College Summer welcomes all students, 
and no academic records need be submit- 



ted. However, because formal application 
is not required, students should not confuse 
registration in the summer with admission 
to regular University standing, either in 
graduate or undergraduate programs. 

As in the case with the rest of the Uni- 
versity, Boston College Summer is coedu- 
cational and admits students of any race, 
creed, color, handicap, and national or eth- 
nic origin. 

Graduate Students 

Visiting graduate students should pos- 
sess the Bachelor's degree and are welcome 
to register for summer courses provided 
they observe any applicable course restric- 
tions where they appear. 

Boston College graduate students in 
degree programs should consult with their 
advisors before registering to make sure 
their summer course selections are consis- 
tent with their degree requirements. 

■^FORMATION 

For information about the courses and spe- 
cial programs offered during the Summer 
Session, request a Summer Session Cata- 
log from the Summer Session Office, Bos- 
ton College, Chestnut Hill, Massachusetts 
02167. 



Campus Maps • 1 3 1 



Campus Maps 



Boston College 

Chestnut Hill Campus 



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1 32 



Administration 



Administration 



THE BOARD OF TRUSTEES 

John M. Connors, Chairman 

Geoffrey T. Boisi, Vice-Chairman 

Joseph Abely, Jr. 

Joseph A. Appleyard, S.J. 

Geoffrey T. Boisi 

Wayne A. Budd 

Denis H. Carroll 

James F. Geary 

William F. Connell 

John M. Connors 

John M. Corcoran 

Brian E. Daley, S.J. 

iVIichael A. Fahey, S.J. 

John F. Farrell, Jr. 

Dr. Yen-Tsai Feng 

Charles D. Ferris 

Thomas J. Flatley 

Samuel J. Gerson 

Susan M. Gianinno 

John P. Giuggio 

Richard T. Horan 

George W. Hunt, S.J. 

Michael D. Jones 

Judith B. Krauss 

Michael J. Lavelle, S.J. 

Peter S. Lynch 

Catherine T. McNamee, C.S.J. 

John A. McNeice, Jr. 

J. Donald Monan, S.J. 

Robert J. Morrissey 

Robert J. Murray 

R. Michael Murray, Jr. 

David S. Nelson 

Kevin G. O'Connell, S.J. 

Edward M. O'Flaherty, SJ. 

Thomas D. O'Malley 

Thomas P. O'Neill, Jr. 

Nicholas S. Rashford, S.J. 

E. Paul Robsham 

Walter R. Rossi 

Warren B. Rudman 

Marianne D. Short 

Sylvia Q. Simmons 

Richard F. Syron 

Sandra J. Thomson 

Thomas A. Vanderslice 
Mary Jane Voute 

The Corporate Title of Boston College is 
Trustees of Boston College 



THE OFFICERS OF THE UNIVERSITY 

Rev. J. Donald Monan, S.J., Ph.D., 
University of Louvain 
President 

John T. Driscoll, B.S., Boston College 
Vice President for Administration 

Rev. Joseph P. Duffy, S.J., 

Ph.D.,Fordham University 
University Secretary 

Mary Lou DeLong, B.A., Newton College of 
the Sacred Heart 
Vice President for University Relations 

Kevin P. Duffy, Ph.D., Boston College 
Vice President for Student Affairs 

Margaret A. Dwyer, M.Ed., Boston College 
Vice President and Assistant to the President 

James P. Mclntyre, Ed.D., Boston College 
Senior Vice President 

Peter C. McKenzie, M.B.A., Babson College 
Vice President, Finance and Business Affairs and 
Treasurer 

Rev. William B. Neenan, S.J., Ph.D., 

University of Michigan 
Academic Vice President and Dean of 
Faculties 

Leo V. Sullivan, M.Ed., Boston College 
Vice President, Human Resources 

CHIEF ACADEMIC OFFICERS 

Rev. J. Robert Barth, S.J., Ph.D., Harvard 
University 
Dean, The College of Aits and Sciences 

Daniel R. Coquillette, J.D., Harvard 
University 
Dean, The Law School 

Mary J. Cronin, Ph.D., Harvard University 
University Librarian 

June G. Hopps, Ph.D., Brandeis University 
Dean, The Graduate School of Social Work 

Robert S. Lay, M.S., University of Wisconsin 
at Madison 
Dean of Enrollment Management 

Barbara H. Munro, Ph.D., University of 
Connecticut 
Dean, The School of Nursing 

John J. Neuhauser, Ph.D., Rensselaer 
Polytechnic Institute 
Dean, The CaiToll School of Management 

Diana C. Pullin, J.D., Ph.D., University of 
Iowa 
Dean, The School of Education 

Donald J. White, Ph.D., Harvard University 
Dean, The Graduate School of Arts and Sciences; 
Associate Dean of Faculties 



Rev. James A. Woods, S.J., Ed.D., 

Boston University 
Dean, The Evening College of Arts, 
Sciences and Business Administration; 
Dean, The Summer Session 

ASSISTANT AND ASSOCIATE DEANS 

Mary Brabeck, Ph.D., University of 
Minnesota 
Associate Dean, School of Education 

Mark S. Brodin, J.D., Columbia Law 
School 
Associate Dean, The Law School 

John J. Burns, Ph.D., Yale University 
Associate Dean, The College of Arts and Sciences 

Louis S. Corsini, Ph.D., Louisiana State 
Associate Dean, The Graduate School of 
Management 

Patricia DeLeeuw, Ph.D., University of 
Toronto 

Associate Dean, The Graduate School of Arts and 

Sciences 

R. Lisa DiLuna, J.D., Boston College 
Assistant Dean for Students, The Law School 

Sr. MaryAlyce Gilfeather, M.Ed., Boston 
College 

Acting Assistant Dean for Students, 

School of Education 

Carol H. Green, Ph.D., George 
Washington University 

Associate Dean, The College of Arts 

and Sciences 

Albert F. Hanwell, M.S.W., Boston College 
Associate Dean, The Graduate School of Social 
Work 

Katharine Hastings, A.M., Harvard University 
Assistant to Academic Vice President and Dean of 
Faculties 

Richard Keeley, M.A., Boston College 
Assistant Dean, The Carroll School of 
Management 

Brian P. Lutch, J.D., Boston University 
Associate Dean, The Law School 

Nancy McCarthy, Ed.D., Boston University 
Associate Dean, School of Nursing 

Marie McHugh, Ph.D., Harvard University 
Senior Associate Dean, The College of Aits and 
Sciences 

Robert R. Newton, Ed.D., Harvard 
University 
Associate Academic Vice President 

Sr. Mary Daniel O'Keefe, O.P., Ph.D., 

Boston College 
Associate Dean, The College of Aits and Sciences 

Richard A. Spinello, Ph.D., Fordham 
University 
Associate Dean for Administration 



•13 3 



DIRECTORS IN ACADEMIC AREA 

Joseph A. Appleyard, S.J., Ph.D., 

Harvard University 
Director of Arts and Sciences Honors 
Program 

Philip Bantin, M.L.S., University of 
Wisconsin 
University Archivist 

Albert Beaton, Ed.D., Harvard 
University 

Director, The Center for the Study of Testing, 

Evaluation, and Educational Policy 

Rev. Stanley J. Bezuszka, S.J., Ph.D., Brown 
University 
Director of Mathematics Institute 

Robert Bloom, J.D., Boston College 
Director of Urban Legal Laboratory 

Edmund Burke, Ph.D., University of 
Pittsburgh 

Director of Corporate Community Relations 

Center 

Louise M. Clark, B.S., Boston University 
Director of Admissions and Financial Aid, The 
Law School 

Ann Marie Delaney, Ph.D., Boston College 
Director, Program Research, School of Education 

Cathy Dernoncourt, B.A., University of 
Mississippi 
Director of Alumni Relations, The Law School 

Philip A. DiMattia, Ph.D., Boston College 
Director of Campus School 

Charles F. Donovan, S.J., Ph.D., 
Yale University 
University Historian 

Sr. Clare E. Fitzgerald, S.S.N.D., 

Director, Catholic School Leadership Program 

James F. Flagg, Ph.D., Boston University 
Director of Graduate Fellowships and 
Foreign Study 

Rev. Robert P. Imbelli, Ph.D., Yale 

University 
Director of Institute of Religious 
Education and Pastoral Ministry 

Louise M. Lonabocker, Ph.D., Boston 
College 
University Registrar 

Vincent J. Lynch, D.S.W., Boston College 
Director of Continuing Education, The Graduate 
School of Social Work 

Spencer MacDonald, M.A.T., Harvard 

University 
Director of Admissions and Financial 
Aid, The Graduate School of Arts and 
Sciences 

John L. Mahoney, Jr., M.A.T., 
Boston College 
Director of Admission 

John McKiernan, M.B.A., Boston College 
Director of Management Institute 



Ronald F. Peracchio, M.B.A., Boston College 
Director of Career Planning, Graduate School of 
Management 

Leo F. Power, Jr., M.B.A., Boston College 
Director of Institute for Space Research 

Pamela Quails, M.A., North Texas University 
Director of Admissions, Graduate School of 
Management 

Helen Reynolds, M.Ed., Boston College 
Director of Financial Aid 

James A. Rurak, Ph.D., University of Chicago 
Director of Faith, Peace, and Justice Program 

Marian St. Onge, Ph.D., Boston College 
Director of International Programs 

Yoshio Saito, M.A., Emerson College 
Director of University Audio- Visual Services 

Paul G. Schervish, Ph.D., University of 
Wisconsin, Madison 

Director of Social Welfare Regional Research 

Institute 

W. Jean Weyman, M.S., Indiana 
University School of Nursing 

Director of Continuing Education, 

School of Nursing 



DIRECTORS IN UNIVERSITY AREA 

Thomas A. Angelo, Ed.D. 
Director, -Academic Development Center 

John D. Beckwith, A.B. 

Director of Purchasing 

Ben Birnbaum, M.Ed. 
Director of Publications and Print Marketing 

Donald Brown, Ph.D. 

Director ofAHANA Student Programs 

Michael T. Callnan, Ph.D. (cand.) 
Director of Budgets 

Robert F. Capalbo, Ph.D. 

Director of Housing 

William E. Chadwick, A.B., C.P.A. 

Director of Internal Audit 

Michael Cunningham 

Director of Dining Services 

Ivy Dodge, M.A. 
Director of University Policies and 
Procedures 

Michael J. Driscoll, MBA. 

Controller 

Howard Enoch, Ph.D. 

Director ofRobsham Theater Arts Center 

Stephen Erickson, Ph.D. 

Director of University Research 

Rod Feak, M.S. 
Director of Computing Center 



William J. Fleming, Ph.D. 
Director of Information Processing 
Support 

Chet Gladchuk, M.S. 

Director of Athletics 

Bernard W. Gleason, Jr., M.B.A. 

Executive Director of Information Technology 

Paul P. Haran, Ph.D. 

Associate Treasurer 

J.Joseph Harrington, A.B. 

Director of Management Information Services 

Neal A. Hartman, M.Ed., Ph.D. (cand.) 
Director, Freshman Year Experience Programs 

Clayton Jeffers, A.B. 

Director of Network Services 

Richard Jefferson, J. D. 

Director, Employee Relations 

Alice Jeghelian, Ph.D. 

Director of Professional Development 

Kevin M. Lyons, Ed.D. 

Director of Learning Resources for Student 
Athletes 

Barbara Marshall, Ed.D. 

Director of Affirmative Action 

Arnold F. Mazur, M.D. 

Director of Health Services 

Thomas P. McGuinness, Ph.D. 
Director, University Counseling Services 

Jean S. McKeigue, M.B.A. 
Director of Community Affairs 

Marilyn S. Morgan, M.Ed. 
Director of Career Center 

Alfred G. Pennino, B.S. 

Director of Buildings and Grounds 

Michael Prinn, BSBA 

Director of Risk Management and Insurance 

Robert Sherwood, M.S. 
Dean for Student Development 

John F. Wissler, M.B.A. 

Executive Director of Alumni 
Association 

Rev. Dennis Yesalonia, S.J., J.D. 

Legal Cousel, University Affairs 



l 3 4 • Directory and Office Locations 



Directory and Office Locations 



Accounting Department 

Kenneth Schwartz, Chairperson Fulton 

Admission 

Undergraduate: John L. Mahoney, Director Lyons 120 

Graduate: Department Chairpersons 

AHANA 

Donald Brown, Director 72 College Road 

American Studies 

Judith Smith, Director Hovey House 36 

Arts and Sciences 

J. Robert Barth, S.J., Dean Gasson 103 

Marie AlcHugh, Senior Associate Dean Gasson 104 

J. Joseph Burns, Associate Dean Gasson 109 

Carol Hurd Green, Associate Dean Gasson 109 

Sr. Mary Daniel O'Keeffe, Associate Dean Gasson 109 

Biology Department 

William Petri, Chairperson Higgins 32 1 

Career Center 

Marilyn Morgan, Director Southwell Hall 

Center for East Europe, Russia and Asia 

Raymond A. McNally, Director Carney 171 

Chemistry Department 

Evan R. Kantrowitz,Cbairperson Merkert 125 

EJ. Billo, Registration Coordinator Merkert 319 

Classical Studies Department 

Charles Ahern, Jr., Chairperson Carney 124 

Communication and Theater Department 

James Willis, Chairperson Lyons 214B 

Computer Science Department 

Michael McFarland, SJ., Chairperson Service Building B2A 

Curriculum, Administration & Special Education 

John Savage, Chairperson Campion 210 

Counseling, Developmental Psychology and Research Methods 

Mary Walsh, Chairperson Campion 308 

Counseling Services 

Thomas P. McGuinness,D/'ra?or Gasson 108 

Economics Department 

Joseph Quinn, Chairperson Carney 131 

Education 

Diana Pullin, Dean Campion 101 

Man- Brabeck, Associate Dean Campion 101 

Sr. Maryalyce Gilfeather, Acting Assistant Dean for Students Campion 104 

English Department 

Judith Wilt, Chair-person Carney 450 

Evening College 

James Woods, S.J., Dean McGuinn 100 

Finance Department 

Robert A. Taggart, Chairperson Service Building 211 E 

Financial Aid 

Helen Reynolds, Director Lyons 210 

Fine Arts Department 

John Steczynski, Chairperson Devlin 440 

Foreign Study Office 

Jeff Magg, Director Gasson 106 

Geology and Geophysics Department 

David Roy, Chairperson Devlin 2 1 5 

Germanic Studies Department 

Michael Resler, Chairperson Carney 325 

Graduate Arts and Sciences 

Donald White, Dean McGuinn 221 A 

Patricia DeLeeuw, Associate Dean McGuinn 22 1C 

History Department 

James Cronin, Chairperson Carney 116 



Honors Programs 

Arts and Sciences: Joseph Appleyard, S.J., Director Gasson 111 

Management: Eugene Bronstein, Director Fulton 301 D 

Housing 

Robert Capalbo, Director Rubenstein Hall 

Lav/ School 

Daniel Coquillette, Dean Stuart M309 

Law Department (Business Law) 

David Twomey, Chairperson St. Clement's 4th Floor 

Library Reference Department 

Tyrone Cannon, Head Reference Librarian O'Neill Library 

Management 

John Neuhauser, Dean Fulton 405 

Louis Corsini, Graduate Associate Dean Fulton 306 

Marketing Department 

Mike Peters, Chairperson St Clements 3rd Floor 

Mathematics Department 

William J. Keane,Chairperson Carney 317 

Music Department 

T. Frank Kennedy, S.J., Chairperson Lyons 407 

Nursing 

Barbara H. Munro, Dean Cushing 203 

Nancy C. McCarthy, Associate Graduate Dean Cushing 202 

Operations and Strategic Management Department 

Jeffrey Ringuest, Chairperson St. Clements 4th Floor 

Organization Studies-Human Resources Management Department 

Jean M. Bartunek, Chairperson Fulton 214R 

Philosophy Department 

Richard Cobb-Stevens, Chairperson Carney 272 

Physics Department 

Rein Uritam, Chairperson Higgins 355 

Political Science Department 

Dennis Hale, Chairperson McGuinn 219 

Psychology Department 

Ellen Winner, Director of Graduate Program McGuinn 301 

Norman Berkowitz, Director of Undergrad. Program McGuinn 301 

Religious Education Program 

Rev. Robert Imbelli, Director 31 Lawrence Ave. 

Romance Languages Department 

Matilda Bruckner, Chairperson Lyons 304 

Slavic and Eastern Languages Department 

Michael Connolly, Chairperson Carney 238 

Social Work, Graduate School 

June Hopps, Dean McGuinn 132 

Albert Hanwell, Associate Dean McGuinn 136 

Sociology Department 

Sharlene Hesse-Biber,C/w/rpmo« McGuinn 416 

Student Accounts and Loans 

Kathy Mundhenk, Director More 302 

John Brown, Collection Manager More 302 

Student Development 

Robert Sherwood, Dean McElroy 233 

Summer Session 

James Woods, S.J., Dean McGuinn 100 

Theology Department 

Donald J. Dietrich, Chairperson Carney 418 

University Chaplain 

Richard T. Cleary, S.J McElroy 215 

University Librarian 

Mary Cronin O'Neill Library 

University Registrar 

Louise Lonabocker, Registrar Lyons 101 



Academic Calendar 1993-94 • 135 



Academic Calendar 1 99 3 -94 



FIRST SEMESTER 

August 30 
September 1 

September 6 

September 7 

September 7 
to 

September 13 
September 8 



Monday 
Wednesday 

Monday 
Tuesday 
Tuesday 
Monday 
Wednesday 



September 14 Tuesday 



October 1 1 
November 10 

November 1 1 
to 

December 1 
November 23 



Monday 
Wednesday 

Thursday 

Wednesday 
Tuesday 



Classes begin for second 
and third year law students 

Last date for students in Gradu- 
ate School of Management to 
register. 

LaborDay 

Classes begin 

Drop/Add period for 
Undergraduates 



Classes begin for first year 
law students 
Faculty Convocation 

Last date for students in 
Graduate Arts and Sciences 
and Graduate School of Social 
Work to register. 

Columbus Day — no classes 

Last date for undergraduates 
to file change-of-major forms 

Undergraduate registration 
period for spring 1994 
courses 



Last date for graduate 
students to sign up for 
December 1993 graduation 



November 24 


Wednesday 


Thanksgiving holidays 


to 






November 26 


Friday 




November 29 


Monday 


Last date for official 
withdrawal from a course or 
from the University 



December 9 



Thursday 



December 10 


Friday 


December 


13 


Monday 


December 


14 


Tuesday 


to 






December 


21 


Tuesday 



Last date for Master's and Doctoral 
candidates to turn in signed and ap- 
proved copies of theses and disserta- 
tions for December graduation 

Study days — no classes for under- 
graduates (graduate courses may 
meet) 



Final examinations 



SECOND SEMESTER 

January 10 Monday 



January 


12 


Wednesd; 


January 


17 


Monday 


January 


18 


Tuesday 


January 


18 


Tuesday 


to 






January 


24 


Monday 


January 


25 


Tuesday 



February 16 Wednesday 



February 21 

March 7 
to 
March 11 

March 30 



March 31 
to 
April 1 

April 4 
April 15 

April 13 



April 15 



Monday 
Monday 
Friday 
Wednesday 

Thursday 

Friday 

Monday 

Friday 

Wednesday 



Friday 



Classes begin for all law 
students 

Last date for students in Graduate 
School of Management to register. 

Martin Luther King, Jr. Day 

Classes begin 

Drop/Add period for 
undergraduates 



Last date for students in 
Graduate Arts and Sciences 
and Graduate School of Social 
Work to register 

Last date for graduate 
students to sign up for May 
1994 graduation. 

Washington's Birthday — no 

classes 

Spring Vacation 



Last date for undergraduates 

to file change-of-major forms 

Easter Weekend 



Undergraduate registration period for 
fall 1 994 courses 



Last date for Master's and Doctoral 

candidates to turn in signed 

and approved copies of theses 

and dissertations for May 
graduation 

Last date for official 
withdrawal from a course or 
from the University 



April 18 


Monday 


Patriot's Day — no classes 


May 5 


Thursday 


Study days — no classes for under 
graduates (graduate courses may 


to 




meet) 


May 6 


Friday 




May 7 


Saturday 


Final examinations 


to 






May 14 


Saturday 




May 23 


Monday 


Commencement 


May 29 


Sunday 


Law School 
Commencement 



13 6 • 



I N D 



X 



Absence 

for Religious Reasons, 11 

Leave of, 1 1 
Academic 

Calendar, 135 
Academic Development Center, 4 
Academic Grievances, 10 
Academic Regulations, 10 
Accounting Faculty, 124 
Accreditation of the University, 4 
Administration of the University, 132- 

133 
AHANA Student Programs, 9 
American Studies, 18 
Arts and Sciences, Graduate School of 

Academic Regulations, 16 

Admission, 15 

Athletics, 9 

Audiovisual Facilities, 4 

Doctoral Degree Programs, 14 

Financial Aid, 11 

Graduation, 11 

Leave of Absence, 13 

Master's Degree Programs, 13 

Registration, 16 

Special Programs, 14 

Special Students (non-degree), 14 



B 

Biology, 19 

Business Law Faculty, 124 



Calendar, Academic, 135 

Campus Maps, 131 

Career Center, 9 

Center for East Europe, Russia and Asia 

(CEERA), 21 
Chaplains, 9 
Chemistry, 21 
Classical Studies, 23 
Computer Facilities, 4 
Computer Science Faculty, 124 
Confidentiality of Student Records, 6 



Dean for Student Development, 9 
Dining Services, 9 
Directory and Office Locations, 134 
Disabled Student Services, 9 



Geology and Geophysics, 56 

Germanic Studies, 60 

Grading, 10 

Graduate Student Association, 9 

Grievances. See Academic Grievances 



H 



Health services, 10 
History, 60 



I 



Economics, 25 
Education, 28 
English, 50 



Immunization, 10 

Incompletes, 10 

Insurance, Massachusetts Medical, 6 



Joint degree Programs 
J.D./M.B.A., 119 
J.D./M.B.A. Program, 129 
J.D./M.S.W. Program, 129 
M.B.A/Ph.D. in Sociology, 119 
M.S.W./J.D. Program, 121 
M.S.W./M.A. (Pastoral Ministry), 121 
M.S.W./M.B.A., 119 
M.S.W./M.B.A. Program, 121 

K 



Language laboratory, 4 
Law School, 128 
Libraries, 5 
Linguistics, 101 

M 

Management, Wallace E. Carroll School of, 

119 

Admission to the M.B.A. Program, 122 

Career Services, 122 

Elective Offerings and Concentrations, 122 

Finance, Programs in, 119 

Financial Aid, 123 

General Information, 123 

Joint Degree Programs, 119 

M.B.A. Program, 119 

M.B.A. Program Options, 120 

Tuition and Expenses, 123 
Marketing Faculty, 125 
Massachusetts Medical Insurance, 6 
Mathematics, 61 
Mental Health Services. See University 

Counseling Services 

N 

Non-discrimination Policy, 6 
Nursing, 10 



Operations and Strategic Management Faculty, 

125 
Organization Studies — Human Resources 

Management Faculty, 125 



Part-time students. See Special Students 

(Non-Degree) 
Philosophy, 19 
Physics, 81 
Political Science, 89 
Psychology, 93-94 



Readmission, 11 

Religious Education and Pastoral Ministry, 

Institution, 98 
Romance Languages and Literatures, 102 



Slavic and Eastern Languages, 101 
Social Work, Graduate School of, 126 
Sociology, 109 
Student Development. See Dean for Student 

Development 
Study Abroad Programs, / / 
Summer Session, 130 



Theology, 113 
Transcript of Record, / / 
Tuition, 6 

U 

University Counseling Services, 10 
University Courses, 118 



W 

Withdrawal, Course. See Withdrawal From a 

Course 
Withdrawal From a Course, 11 
Withdrawal From Boston College, // 
Withdrawal, University. See Withdrawal From 

Boston College 
Withdrawals and Refunds, 6 



Y 

Z 



Fees, 7 

Finance Faculty, 125 
Financial Aid, 7 
Fine Arts, 54 








Second Class 
Postage 



Boston, MA 
02109 



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